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Scliools taldng steps to qualify as "Approved High Schools" 
are requested to fili in answers in the affirmative to the follow- 
ing qnestions, comply with the requests made, and forvi^ard same 
to the State Department of Education. 

1. (a) Does your school meet the general requirements of the State 

Board of Education" concerning' the title of the property, resolu- 
tions of the parish board establishing such schools, number of 

grades in high school? 

(b) Have you flled copies oif deeds and copies of resolutions of par- 
ish board with State Department of Education? 

2. Do you have a sufRcient num'ber of teachers to follow the State 

.Course of Study? 

Do you extend the departmental iplan through the eighth grade 
to secure the more successful introduction of algebra and high 

school English? 

3. Does your school terra include nine months of work?... l 

4. Are your recitation perioda forty minutes in length? 

FORWARD TO THE STATE DEPARTMENT OF EDUCATION AT 

THE EARLIEST POSSIEDE TIME A TTPEWRITTEN DAIDY 
PROGRAM OP THE HIGH SCHOOL GRADES, SHOWING THE 
LENGTH OF RECITATIONS, NAMBS OF TEACHERS, AND 
INCLUDING THE EIGHTH GRADE IN THIS SCHEDULE. 

■5. Are there at least two teachers above the seventh grade? 

6. Has tihe principiai ait least twò forty-minute perioda a day for super- 

vision? 

7. (a) Are you doing the required individuai laboratory work in teach- 

ing the inductive sciences? 

(b) Have you $150 worth of apparatus to teach physics? 

Have you $75 worth of apparatus to teach chemistry? 

Have you $75 worth of apparatus to teach biology? 

(e) Is ali of your apparatus kept in cases provided with glass 

doors? 

8. FORWARD AS SOON AS POSSIBLE THE DETAILED LISTS OF 

APPARATUS PURCHASED FOR EACH S.CIENCE, GIVING 
DETAILED VALUES OF THE SAME. 

9. Are j^ou writing out the experiments required in each science and 

incorporating them in ink in regular laboratory notebooks to be 

submitted to the State Board of Education? 

10. Is your high school building adequate in number o;f rooms, size of 
rooms, light, sanitary equipment, fire escapes, blackboard surface, 

modem furniture, playground, etc. ? 

DO NOT ANSWER THESE QUESTIONS UNTIL YOU ARE 
READY TO SUBMIT ALL OF THE DATA REQUIRED IN THE FORE- 
GOING. SCHOOLS QUALIFYING PRIOR TO DECEMBER 1 WILL 
SHARE IN THE APPROPRIATION FOR HIGH SCHOOLS. 



Schools taking steps to qualify as "Approved High Schools" 
ire requested to fili in answers in tlie affirmative tó the follow- 
ng questions, comply with the requests made, and forr,'ard same 
,0 the State Department of Edncation. 

1 (a) Does your school meet the general requirements of the State 
Board of Education concerning the title of the property, resolu- 
tions of the parish board establishing such schools, number of 

grades in high school? 

(b) Have you filed copies of deeds and copies of resolutions of par- 
ish board with State Department of Education? 

2. Do you have a sufficient num'ber of teachers to follow the State 

.Course of Study? 

Do you extend the departmental iplan through the eighth grade 
to secure the more successful introduction of algebra and high 

school English? 

3. Does your school term include nine months of work? 

4. Are your recitation periods forty minutes in length? 

FORWARD TO THE STATE DEPARTMENT OF EDUCATION AT 

THE EARLIEST POSSIEDE TIME A TYPEWRITTEN DAIDY 
PROGRAM OF THE HIGH SCHOOL GRADES, SHOWING THE 
LENGTH OF PBCITATIONS, NAMES OF TEACHERS, AND 
INCLUDING THE EIGHTH GRADE IN THIS SCHEDULE. 

5. Are there at least two teachers above the seventh grade?.. 

6. Has tihe pTincipal at least two forty-minute periods a day fior super- 

vision? 

7. (a) Are you doing the required individuai laboratory work in teach- 

ing the inductive sciences? 

(b) Have you $150 worth of apparatus to teaeh physics? 

Have you $75 worth of apparatus to teach chemistry? . 

Have you $75 worth of apparatus to teach biology? 

(e) Is ali of your apparatus kept in cases provided with glass 

doors? 

8. FORWARD AS SOON AS POSSIEDE THE DETAILED LISTS OF 

APPARATUS PURCHASED FOR EACH SCIENCE, GIVING 
DETAILED VALUES OF THE SAME. 

9. Are you writing out the experiments required in each science and 

incorporating them in ink in regular laboratory notebooks to be 

submitted to the State Board of Education? 

10. Is your high school building adequate in number of rooms, size of 
rooms, light, sanitary equipment, Are escapes, blackboard surface, 

modem furniture, playground, etc. ? 

DO NOT ANSWER THESE QUESTIONS UNTIL YOU ARE 
READY TO SUBMIT ALL OF THE DATA REQUIRED IN THE FORE- 
GOING. SCHOOLS OUALIFYING PRIOR TO DBCEMBER 1 WILD 
^HARE IN THE APPROPRIATION FOR HIGH SCHOOLS. 






I 



STATE COURSE 



OF 



Study f or High Schools 



OF 



LOUISIANA 



1913 



Issued by Department of Education 



T. H. HARRIS, State Superintendent. 



BATON ROUGE 

Ramires-Jones Printinq Company 

1913 






Exchange 

i Louisiana St Univ- Library 
Deci 4, 1934 



CONTENTS. 



\ 



Page Page 

Personnel of the State Board of Education 5 

Personnel of the Department of Education 5 

General Statement 6 

Requirements for Graduation 7 

Outline of Courses 8-14 

Liiterary 8-9 

Commercial 9-10' 

Agriculture 10-11 

Home Economics 11-12 

iRural Teacher Training 13 

General 14 

Requirements and Regulations for State Approved High Schoois. . 15-20 

Lìsts of Apparatus for State Approved High Schoois 20-29 

Physics 20-23 

Chemistry 23-27 

Biology '. 27-28 

■Companies Furnishing' Equipment 28-29 

Subjects Prescribed for ali Candidates for Graduation 29-30 

Riegular Courses 30-32 

Literary. 30-31 

Commercial .; ...'...■... : 31-32 

i.anguages .....' 33-54 

English ". 33-46 

Latin ; ' 46-51 

French 51-54 

Reference Books 53-54 

German 51 

Spanish 51 

:Mathematics 54-59 

Arithmetic 54-55 

Algebra 55-56 

Piane Geometry 56-57 

Solid Geometry 57-59 

Trigonometry 57-59 

Reference Books 58-59 

:Soiences 59-77 

Botany 59-63 

Agriculture 59-63 

Zoology (including Human Physiology) 63-66 

Physiology 63-66 

Physics 66-73 

Chemistry 73-77 

Reference Books 76-77 



Page Page 

Geography 77 

History 77-13» 

General Statement and Directions for Teaching His- 
tory 77-81 

Ancient History 81-100 

Orientai 83-84 

Greek - 85-91 

Roman 91-100 

Reference Books 81-82 

Mediaeval and Modem History lCO-119 

Reference Books 101 

American History 117-129 

Reference Books 118-119 

History Library List 129-130 

Civics 130-131 

Reference Books 131 

M usic 132 

Drawing 133-14S 

Commerce 146-152; 

Curriculum 146 

Arithmetic 146-148 

Bookkeeping 148-149 

Phonography 149 

Typewriting 149 

Economics 149-151 

Geography. 151-152 

CoiTimercial Law 152 

Physical Geography 152 

Agriculture 153-16ti 

Curriculum 153 

Botany .153-156 

Zoology 156-160 

Physics 160-163 

Chemistry 163-167 

Equipment for Agricultural High Schools 167-168 

Reference Books 155, 156, 159, 161, 162, 166, 167 

Home Economics 168-172: 

.Curriculum 168 

Practical Arts 169-171 

Reference Books 172 

Rural Teacher Training 172-173: 

Manual Training 173-174^ 

Adopted Text-Books 175-17*. 

Elementary 175-176 

High School..-. 177-178 



State Board of Education. 



GovERNOR Luther E. Hall, President Baton Rouge 

State Superintendent T. H. Harris, Secretary . . .Baton Rouge 

Attornet General R. G. Pleasant New Orleans 

. HON. L. N. Larghe Monroe 

HoN. D. C. ScARBOROUGH Natchitoches 

HoN. W. E. Krebs Lake Charles 

HoN. Robert Martin St. Martinville 

HoN. J, Zach Spearing New Orleans 

HoN. T. J. Butler Poncbatoula 

Hon. D. M. Atkins Arcadia 

HoN. A. S. White New Orleans 



State Superintendent of Education, T, H. Harris. .Baton Rouge 

State Institute Conductor, C. A. Ives Baton Rouge 

Rural School Inspector, C. J. Brown Baton Rouge 

*Inspector of Agricultural Scihools, W. H. Balis . . . Baton Rouge 
*Inspector of Domestic Science Schools, 

Miss Elizabeth Kelley Baton Rouge 

Secretary to State Superintendent, Lamar Baker, .Baton Rouge 
Assistant Secretary to State Superintendent, 

W. H. Tipton Baton Rouge 



STATE EXAMINING COMMITTEB. 
Jno. R. Conniff, Ghairman. Baton Rouge 

♦Under the supervision of E. S. Richardson, head of the Extension 
Department of the Louisiana State University. 



General Statement. 



The following course of study for high sehools is prepared 
with the view of making the work definite and explicit in the 
varions high school subjects. An eifort has been made to offer 
some helpful suggestions in the method of instruction that 
should obtain in the several branches. In most instances a 
separate list of reference books is appended at the dose of the 
various syllabi. 

School authorities, principals and high sehool teachers are 
requested to study carefully thè contents of the course in order 
that the purpose of the course may be attained and unneces- 
sary correspondence may be obviated. 

Respectfully submitted, 

T. H. Harris, 
State Superintendent of Public Education. 

Baton Rouge, La., October 13, 1913, 



Who Can Graduate. 



1. Students completing any of the six regular courses out- 
lined in this pamphlet. 

2. Students completing three majors, two minors, and one 
elective. 

3. Students completing five majors. 

4. Students completing four majors and one minor. 

5. Students completing four majors and two electives. 

EXPLANATION. 

(a) A major is three units in any of the following subjects 
or courses : mathematics, English, science, history, Latin, a 
modem language, commercial subjects, agriculture subjects, home 
economics subjects, manual training subjects, rural teacher train- 
ing subjects. 

(b) A minor is two units in any of the above subjects or 
courses. 

(e) An elective is one unii in any of the subjects or courses 
in (a) or (b). To these should be added music and drawing 
when the work of the four years has been completed under the 
direction of a special teacher of music and art. Half units in 
closely related subjects may be added to form whole units. 

Value of shopwork: benchwork, etc, two years, two units; 
mechanical drawing, one year, one unit. 

Note — No student will be permitted to graduate until he has 
complete ali of the required subjects, 9.5 units, listed on page 
This is true no matter what course was pursued or the num- 
ber of units earned. 

In arranging his major, minor and elective subjects, a student 
may make his seleetions from any or ali of the six regular 
courses. 

MUSIC AND ART. 
The four years' work in music and drawing is given a credit 
of one unit and may be selected as an elective. This credit "will 
■ not be allowed, however, except in those schools that employ 



.0 
.5 



8 

special teachers of music and drawing. A student applying for 
credit in music and drawing will be required to present a certifi- 
cate from the special teacher, or teachers, of these subjects show- 
ing that the four years of systematic work has been completed. 

EEGULAK COURSES. 

(Note — The Arabie nnmerals represent the number of pe- 
riod per week each snbject is recited. The Roman numerals (I) 
III. indicate first and second terms, respectively.) 

LITERARY COURSE. 

Periods Unit 

First Year — Per Week. Vaine. 

English • 5 1 

Botany and Agriculture 5 1 

Arithmetic (I) • ^ 

Algebra (II) ^ 

Geography (I) -2 -0 

Grammar (I) -3 -0 

Zoology or Commercial Arithmetic (II) 5 .5 

Music and Art 2 

22 
Second Year — 

English • 5 1 

Algebra 5 1 

Ancient History 5 1 

Latin or Modem Language 5 1 

Music and Art 2 

22 
Thgird Year — 

English . 5 1 

Piane Geometry 5 1 

Mediaeval and Modem History 5 1 

Latin or Foreign Language 5 1 

Music and Art 2 

22 



9 

Fourth Year — 

American History and Civics 5 1 

English (I) and (II) if desired 5 .5 or 1 

Secondary Arithmetic or Solid Geometry (II) 5 .5 

Latin or Foreign Language 5 1 

Physics r ^ 

Music and Art 2 



1 



22 
Music and Art (four years, special teacher) .... 1 

COI^I^MERCIAL COURSE. 

Periods Units 

First Year^ Per Week. Value 

English 5 1 

Botany and Agriculture 5 1 

Arithmetic (I) -^ 

Algebra (II) 5 .5 

Oeograpliy (I)-2 -0 

Orammar (I)-3 -0 

Commercial Arithmetic (II) 5 .5, 

Music and Art. . 2 



22 
Second Year — ■ 

Algebra ^ J- 

English ^ ^ 

Ancient History 5 1 

Bookkeeping or Typewriting 5 

?\Iusic and Art 2 

22 
Third Year — • 

English 5 1 

Piane Geometry 5 1 

Typewriting or Bookkeeping 5 

Stenography (optional) 5 

Foreign Language 5 1 

Music and Art 2 

22 



10 

Fourth Year — • 

American History and Civics 5 1 

Physics 5 1 

Foreign Language '. 5 1 

Economics (I) 5 .5 

Commercial Gography or Commercial Law 

(II) 5 .5 

Music and Art 2 



22 
Music and Art (four years, special teacher) .... 1 

Complete Course in Bookkeeping 

Complete Course in Stenography 

Complete Course in Typewriting 



1 

1 



AGRICULTURE COURSE. 

Periods Unit 

First Year— -Per "Week. Vaine. 

English 5 1 

Botany and Agri culture 5 1 

Arithmetic (I) .0 

Algebra (II) 5 .5 

G-eograpliy (I) -2 '. . . . . -0 

Grammar (I)-3 -0 

Zoology (II) 5 

Field and Shop 3 

Music and Art 2 

25 
Second Year — 

English 5 1 

Algebra 5 "1 

Ancient History . 5 1 

Farm Crops 5 1 

Field and Shop 3 

Music and Art 2 

25 



1 



11 

TKird Year — 

English 5 1 

Piane Geometry 5 1 

Chemistry 5 1 

Farm Animals 5 1 

Field and Shop 3 

Music and Art 2 

25 

Fourth Year — 

American History and Civics 5 1 

Physics 5 1 

Soils and Fertilizers 3 

Rural Law and Farm Management 2 

Secondary Aritlimetic and Farm Boopkeeping. 5 1 

Field and Shop 3 

Music and Art 2 

25 
Field and Shop (four years) 1 

Music and Art, (four years, special teacher) ... 1 

HOME ECONOMICS COURSE. 

Periods Unit 
First Year — Per Week. Vaine. 

English 5 1 

Botany and Agriculture 5 1 

Arithmetie (I) .0 

Algebra (II) 5 .5 

Oeography (I) -2 .0 

Grammar (I)-3 .0 

Zoology (II) 5 

Sewing and Cooking 3 

Music and Art 2 



25 



12 

Second Year — 

English 5 1 

Algebra 5 i 

Ancient History 5 i 

Baeteriology (1) 5 .5 

Physiology (II) 5 .5 

Sewing and Cooking 3 

Music and Art 2 

25 

Third Year — 

English 5 1 

Piane Geometry 5 1 

Chemistry 5 1 

Poultry and Dairy (1) 5 .5 

Food Study and Dietetics (II) 5 .5 

Music and Art 2 

Sewing and Cooking. 3 

25 

Fourth Year — 

American History and Civics 5 1 

Physics 5 1 

English (1) 5 .5 or 1 

Secondary Arithmetie and Farm Ae- 

counts (II) 5 .5 or 

Praetical Art 2 ... 

Sewing and Cooking 3 ... 

Music and Art 2 

22 

Sewing and Cooking (four years) 1 

Music and Art (four years, special teacher) ... 1 



13 
RUEAL TEACHER TRAINING. 





Periods 


Unit 


First Year — 


Per "Week. 


Value. 


Same as Home Economies Coiirse. 







Second Year — 

English 5 1 

Algebra 5 1 

Ancient History 5 1 

Poultry and Dairy (I) 5 .5 

Physiology (II) 5 .5 

Sewing and Cooking 3 

Music and Art 2 

25 

■ Third Year — 

English 5 1 

Piane Geometry 5 1 

Mediaeval and Modem History 5 1 

Elementary Psyehology (I) 5 .5 

School Management (II) 5 .5 

Sewing and Cooking 3 ... 

Music and Art 2 

25 

Fourth Year — 

American History and Civics 5 1 

Physics 5 1 

English (I) 5 .5 or 1 

Secondary Arithmetic (II) 5 .5 or 

Practical Arts . 2 

Reviews and Methods 5- 1 

Music and Art 2 

Sewing and Cooking (four years) 1 

Music and Art (four years, special teacher) .... 1 



14 

GENERAL COURSE. 
First Year. — Periods Unit 

Per "Week. Vaine. 

Same as Commercial Course. 

Seoond Year — ■ 

English , 5 1 

Algebra '. 5 1 

Ancient History 5 1 

Zoology (I) 5 .5 

Physiology (II) 5 .5 

Music and Art 2 

22 
Third Year — 

English 5 1 

Piane Geometry 5 1 

Mediaeval and Modem History 5 1 

Physics 5 1 

Music and Art 2 

22 
Fourth Year — 

American History and Civics 5 1 

Chemistry 5 1 

English (I) 5 .5 or 1 

Economics (II) 5 .5 or 

Solid Geometry (I) 5 .5 

Secondary Arithmetic (II) 5 .5 

Music and Art 2 

Music and Art (four years, special teacher) .... #1 

22 



15 

EXPLANATION OF FOUR DAILY RECITATIONS OR 
SIXTEEN-UNIT MAXIMUM. 

The average student in the high school has as much as he can 
do to pursue properly a course comprising four subjects at one 
time, and students should be discouraged from attempting, if 
not actually forbidden, to make more than four units each 
school session, unless the additional credits made are in recre- 
ational subjects requiring manual activity and no home prepa- 
ration. 

REQUIRBMENTS FOR STATE APPROYAL OF 
LOUISIANA HIGH SCHOOLS. 

1. Title to the property on which the school is located must 
be vested in the parish board of education, or in the public; 
provided, that in the latter case full use of the property shall 
be accorded the parish board of education for the purpose of 
maintaining a high school, and the terms of the lease specified 
in the contract properly drawn and duly recorded. 

2. The parish board of education must pass a resolution 
establishing such school as a high school. 

3. Ali the schools in the parish where the high school is 
established must run for seven months, except where a special 
fund is provided to maintain the high school for the length of 
its term in excess of the common school term maintained out 
of the general school funds of the parish, 

4. No high school shall be approved or maintained with an 
attendance of fewer than twenty (20) students in the high 
school department; provided, that this ruling shall not prevent 
each parish from maintaining at least one high school. 

5. The minimum length of session for such school shall be 
nine months. 

6. The teaching force shall be adequate and shall in every 
case consist of at least two teachers, each of whom shall be 
engaged exclusively in work above the elementary grades. 

7. No teacher holding lower than a first grado certificate 
shall be employed in State Approved High Schools. 

8. Buildings for high schools shall be suitable — that is, prop- 
er classroom space and furnishings shall be provided for the 
work of these schools. 



16 

9.. The Course of Study must, taken with the lower grades, 
cover at least eleven years. 

10. An Approved High School shall follow the State Course 
of Study. 

11. The minimum length of recitation periods for high school 
subjects shall be forty minutes. 

12. The inductive sciences — physies, ehemistry and biology— 
shall be taught by the individuai laboratory methods, the ap- 
paratus to cost not less than $300 — $150 for physies, $75 for 

. ehemistry, and $75 for biology. Ali apparatus shall be kept in 
cases provided with glass doors. 

13. Every State Approved High School must bave a library 
for its high school department costing at least $75, and con- 
taining at least one complete dictionary, one general encyclo- 
p^dia, and such other books as will enable students to do the 
collateral reading in the English course and the reference work 
recommended for history courses. 

14. The principal of such school shall devote at least two 
recitation periods a day to supervision. 

15. In order to meet the requirements of the Louisiana 
Sanitary Code, it is essential that each Approved High School 
employ a janitor. 

16. The cumulative record card in a form approved by the 
Department of Education must be used for each pupil enroUed 
in a State Approved High School, and kept in an indexed card- 
filing cabinet. Monthly records must be issued to parents show- 
ing pupils' records in attendance, scholarship, and conduct. 

17. Application for approvai as a high school shall be made 
to the State Board of Education not later than Aprii 1 of each 
year, in advance of the school session in which the school desires 
recognition. 

18. New schools, submitting before October 1 of each year 
sufficient data showing that the foregoing requirements are 
being complied with, shall receive their prò rata amount of the 
State appropriation for Approved High Schools. 



17 

REGULATIONS FOR CARRYING INTO EFFECT THE 
FOREGOING REQUIRBMENTS. 

1. Copy of tlie title or lease to the property, copy of the 
resolution passed by the parish board, certificate that the schools 
of the parish run for seven months, or that a sufficieiit special 
tax has been voted for maintenance of said school, and copy of 
the resolntion of the parish board to the State Board of Educa- 
tion asking that such school be made a high school, must be 
forwarded to the State Board of Education for their considera- 
tion and approvai or disapprovai. 

2. The lists of seience apparatus purchases and the lists 
of high school library books sliall be submitted to the State 
Board of Education for approvai. 

3. Principals of approved high schools must report promptly 
at the end of the first month of school on their school attendance, 
teaching corps, program of work, etc, by filling out the blanks 
sent by the Department of Education for that purpose, and 
thereafter when called upon to do so. 

RESOLUTIONS OF EXPLANATION AND INTERPRETA- 
TION OF REQUIREMENTS 5, 9, AND 10. 

The grades in approved high schools, as well as the high 
school department, shall be operated for nine months. 

There must be an eleventh year class when the school is 
approved, and prospeets of a sufficient high school enrollment to 
continue the high school permanently. 

The work of the pupils and classes must be kept up to the 
standard set by the State Course of Study with respect to 
quantity and quality. 

In order for a school to become recognized, therefore, it is 
necessary that it be properly taught several sessions in advance 
of its approvai and that it be equipped with such apparatus 
and such library equipment as will enable the students to do 
properly ali the work required. 



18 

REQUIREMENTS FOR HIGH SCHOOL TEACHERS. 

Ali teactiers of high school subjects in State Approved High 
Schools shall satisfy one of the six f ollowing requirements : 

1. Teachers who" are graduates of a standard college or 
university as recognized by the Association of CoUeges and 
Secondary Schools of the United States. 

2. Teachers now engaged in the work and giving satisfactory 
service who are graduates of institutions of lower grades than 
standard colleges, and undergraduates of standard institutions 
whose work entitles them to a rating at standard colleges of 32 
or more college hours. 

3. Teachers falling below the standard of 32 hours whose 
academic training can be valued at not less than 17 college 
hours, but whose successful high school experience and summer 
school and institute work enables the State Board of Education 
to grant them temporarily a maximum of 15 hours for said 
experience and training. 

4. Teactjers of special subjects who can show the equivalent 
of two years' study beyond the high school course in these 
subjects. Teachers of special subjects who do other high school 
work besides their special work must conform to the require- 
ments for regular teachers as outlined above. 

5. New teachers whose scholastic attainments entitle them 
to a rating of 36 or more college hours, or who can meet the 
standard of requirement No. "4" with respect to the subjects 
they teach. 

6. Teachers not meeting the above requirements who shall 
be approved as teachers in high school departments by the parish 
Ruperintendent, the high school principal and the Department 
of Education. 

HIGH SCHOOL BUILDINGS AND EQUIPMENT. 

A suitable building. 
By the requirement of a suitable building is meant one that 
provides for comfortable quarters for its high school depart- 
ment consistine: of at least one assembly room, a reeitation room 
for each instructor, a laboratory and an office. In communities 
where the grades and high school are housed in one building, 



19 

there should be provided not less than four grade-rooms below 
the high school. The building must conform to the regulations 
of the State Board of Health, which provide for state approvai 
of plans and specifications, and for ventilation, lighting, toilets, 
proper floor space, etc. (See State Board of Health Regulations 
in Compilation of School Laws, pages 124 to 128.) 

FUBNITURE. 

1. Comfortable patent desks and seats should be provided 
for classroom and auditorium, for teachers and pupils. 

2. Ampie blackboards should be provided in every class- 
room and there should be well-laid chalk troughs at the bottom. 

3. Office furniture should include a principal's desk, hook 
shelves or cases, and filing cabinets as required. 

4. Laboratories should contain botanical or zoological tables, 
«uitable desks for laboratory work in physics and chemistry, run- 
ning water in the chemical laboratory, and cases with glass 
-doors for keeping apparatus. 

5. Grlass cases should be provided for keeping library books. 

LABORATORY EQUIPMENT. 

The $300 expended in eacji high school for science apparatus 
;shall be distributed as follows: 

(a) $150 for apparatus adequate to carry on a year's work 
in physics as outlined in manuals. 

(b) $75 for suitable chemicals and glass ware for a year's 
work in chemistry. 

(e) $75 for the botanical and zoological outfìt of compound 
microscope, dissecting microscopes, instruments, glass jars, pre- 
servatives, etc. (For science apparatus see list, State Course of 
:Study, pages 20 to 29.) 

HIGH SCHOOL LIBRARY. 

The high school library shall contain at least one complete 
dictionary, one general encyclopsedia, and sudi other books as 
will enable students to do the required collateral reading in 
the English course and the reference work recommended for 
i;he history courses and any other research work required. 



20 



AFFILIATED HIGH SCHOOLS. 



There sliall be maintained a list of state affiliateci high schooK 
to comprise such four-year high schools not on the approved 
list as meet the requirements as to accommodations and equip- 
ment, and quantity and quality of work done. These schools 
shall be nnder the supervision of the State Department of Edu- 
cation, shall siibmit reports as desired, and shall receive the 
endorsement of the State Department of Education on their 
diplomas, bnt shall not receive state aid. 

STATE AID FOR HIGH SCHOOLS. 

The state appropriation for high schools shall be apportioned 
equally among the State Approved High Schools. 

The above high sehool requirements were approved and or- 
dered published in pamphlet form for distribution. 

*PHYSICAL APPARATUS FOR CLASS OF TEN. 

Approxi- 

mate Cost. 

1 micrometer caliper $ 4.00 

1 doz. reagent bottles, glass-stoppered, 4 oz 1.85 

5 Florence flasks, 250 ce 40 

10 student lamp chimneys 50 

% Ib. German silver wire, No. 28 30- 

2 Ibs. of brass wire, Nos. 22 and 28 1.00 

3 Ibs. of cotton insulated copper wires, Nos. 18 and 24. . 2.50 

2 Ibs. of iron wire, Nos. 28 and 32 1.50 

1 Ib. of copper wire, No. 24 90' 

1 iron, soldering, and 1 Ib. solder 75- 

1 gross test tnbes, 6 in. x % in 2.88 

5 National trip balances 27.00 

10 battery jars, white glass, 4 in. x 5 in 2. SO* 



•Handbook No. 22, New York Department of Education. 



21 



MECHANICS. 



2 boards, composition of f orees . . .• 4.00 

6 balances, spring, 2 kg 2.40 

10 balls, iron, 1 in. in diameter 80 

10 balls, wood, 1 in. in diameter 1.00 

5 wagons for inclined planes 5.00 

12 glass marbles, % in 12 

HYDRONAMICS AND PNEUMATICS. 

2 apparatus, Boyle 's law 4.00 

1 pump, air, exliaust and condense 22.50 

10 cans, overflow, nickel plated 6.00 

10 blocks, rectangular, 4x8x8cm., hard wood 25 

20 tubes, thistle, 12 in. long, i/g in. bore 10 

5 glass funnels, 314 in 14 

1 doz. test tubes, 6 in. x % in 72 

2 Ibs. tubing, barometer, 11 mm. bore, lieavy 55 

2 Ibs. tubing, thermometer, 11 mm. bore, heavy 1.00 

5 Ibs. tubing, soft glass, 3 mm. bore 40 

1 set equilibrium tubes $ 0.85 

1 glass model of lifting pump 1.75 

1 glass model of force pump 2.00 

1 U-shaped tube to show the principle of hydrostatic 

press 25 

1 glass model of hydraulic press 2.00 

1 set of Pascal's vases 4.25 

1 demostration hyclrometer 20 

1 glass hydrometer for botli light and heavy liquids. . . . 1.50 

6 specific gravity bottles, 2 oz 60 

1 water hammer 80 

1 plain glass siphon 25 

1 glass tube with bulb to show expansive power of air . . .15 
1 thin rubber football 1.00 

HEAT. 

1 model steam engine 3.50 

5 air theremometers 1.25 

5 apparatus ''A," low form with screw top 12.50 



22 

1 chemical thermometer, Centigrade 1.60 

1 condenser for distillation 2.25 

1 brass ring and ball to illustrate expansion 1.25 

1 compound bar for showing unequal dilation of differ- 

ent metals 1.25 

1 palm glass 50 

LIGHT. 

5 piane mirrors, 6 in. x 2 in .75 

5 cylindrical mirrors . 2.50 

10 lenses, doublé eonvex, 10 cm. focus 1.00 

1 specimen of Iceland spar .50 

10 prisms, glass, 3 in. x 1 in 4.00 

1 Newton color disc and 5 other color discs 1.00 

SOUND. 

5 tuning f orks, middle C .75 

1 diapason 3.50 

1 ^onometer , 5.00 

1 heavy bass bow • • • •. 1.50 

1 organ pipe with piston 4.25 

1 siren disc and attachment 4.00 

5 tubes, resonance, 18 in. x 1% in 2.25 

ELECTRICITY. 

10 bars magnets, 6 in. long $ 2.00 

5 compasses, needle % in. long 75 

5 pith balls and rod of sealing wax 30 

1 glass f riction rod 40 

5 galvonometers 17.50 

1 electro magnet, 4 in ; 1.20 

1 motor, Porter No. 2 7.50 

5 eleetric bells , 3.00 

1 catskin 75 

1 horseshoe magnet 1.00 

1 Geissler tube, 6 in 75 

1 model dynanio 4.00 

1 sounder and key together on iron base 3.25 

1 yard of Japanese silk 50 

1 electrophorus 2.00 

10 strips of copper, 1% x lOcm., wire attaehed 4.00 



23 

20 strips of zinc 75 

5 cells, Daniell's complete 12.00 

1 apparatus for decomposing water 2.50 

1 Toepler-Holtz machine 12 x 14 plates 26.00 

1 Ib. fine iron turnings 10 

MISCELLANEOUS. 

1 set of 6 in. eork borers ■ 1.00 

5 alcoliol lamps .50 

25 asbestos sheéts 45 

25 iron gauzes 65 

1 tinner 's shears, 12 in 2.25 

1 gross of corks, assorted sizes 1.50 

2 Ibs. of mbber stoppers, 1 and 2 holes 2.25 

10 five-inch files, 5 round and 5 triangular 45 

10 Mohr's pinchcocks 10 

1 screw pinchcocks 30 

10 graduates, metric cylinder, 100 ce. to 1 ce 50 

1 hydrometer, specific gravity scale, .7 to 1.85 1.40 

5 sets weights, metric 500 g. to 1 g. in wooden block. . 3.00 

*APPARATUS FOR A CLASS OF FIVE IN CHEMISTRY. 

Approxi- 

mate Cost. 

5 shallow agate pans, 1 qt $ 0.75 

1 balance, horn pan 8 in. beam 1.50 

5 blow pipes, 8 in 30 

5 Bunsen burners or alcohol lamps 95 

5 Burette clamps . 1.70 

5 clamps for test tubes 40 

1 set of cork borers, 1-6 75 

2 round files 15 

2 triangular files 19 

1 glass cutter 11 

5 iron gauze, asbestos. center, 5 in. x 5 in 55 

5 cylinder graduates, 100 ce 1.90 

1 cylinder graduate, 500 .ce '. •. . .75 

5 filter paper boxes, 4 in. diameter : 45 



*Handbook No. 22, New York Department of Education. 



24 

5 Mohr's pinchcocks, medium 45 

6 porcelain erueibles with cover, No. 00 54 

12 porcelain evaporating dishes, No. 00 1.08 

5 mortairs, Sy2, with pestle 95 

1 Ib. 2 hole rubber stoppers No. 7 1.69 

1 Ib. 1 lio'e rubber stoppers, to fit 4 in. U tubes 1.69 

1 Ib. 1 hole rubber stoppers, to fit 6 in. U tube 1.69 

10 ft. rubber tubing, 3-16 in., antimony 52 

15 f t. rubber tubing, 14 1.35 

5 deflagrating spoons, i/2-in. bowl 88 

5 iron stands, 3 rings 2.45 

10 test tube brushes 49 

5 test tube racks 27 

6 triangles, pipe stem, small (to fit No. 00 crucible) 30 

2 thermometers, chemical, 0-250 degrees C 2.40 

1 set of weights, 100 g. down to 1 mg 3.40 

11/4 Ib. spool copper wire. No. 30 21 

1 Coddington lens 1.35 

10 beakers, 200 ce 1.00 

3 sets of reagent bottles, 125 ce, 4 oz., NH^,OH, HCL, 

H2SO4, HNO3, KOH, NaCH 3.57 

2 bottles, N. M., 1/2 gal 70 

12 bottles, W. M., 6 oz ■ $ 0.74 

12 bottles, W. M., 8 oz. 87 

2 burettes, 50 ce. grad. to 1-10 ce 2.62 

5 Cobalt plates, 2 in. square 15 

5 cylinders, 2 x 12 in 1.70 

15 Florence flasks, 250 ce. 1.20 

15 Erlenmeyer flasks, 4 oz 90 

6 funnels, 60 degrees, 2^/2 in. . . 48 

6 tabulated retorts, 150 ce 1.38 

500 gm. glass rods, 3-16 in 30 

200 test tubes, 6 in. s %■ in 2.56 

10 test tubes, 6 in. x % in., hard glass 1.20 

5 TI tubes, 4 in. arm 55 

5 U tubes, 6 in. arm 60 

500 gm. tubing, soft glass, % in. diam 30 

50 vials, with eork, height 80 mm., diam. 25 mm 1.13 

10 watch glasses, 2 in. diameter 15 

500 glass beads 75 



25 



REAGENTS. Approxi- 

mate 'Oost. 

1 Ib. alum, potash, pure crystals 23 

1 oz. aluminum chloride, pure 07 

2 Ibs. alcohol, 95% 1.02 

1 Ib. ammonium carbonate C. P 35 

1 Ib. ammonium chloride C. P 32 

4 Ibs. ammonium hydrate 70 

1 oz. ammonium sulphate, pure cryst 07 

1 oz. ammonium sulphate, pure cryst 05 

1 oz. arsenous oxid 10 

2 Ibs. barium chloride 35 

1 oz. barium nitrate C. P 23 

1 oz. bromin 20 

1 oz. Carmine .* 35 

1 Ib. calcium carbonate (chips) 08 

1 oz. calcium chlorid, fused, white cakes 07 

1 oz. calcium nitrate C. P • • • •' 07 

1 Ib. calcium oxid - Ì2 

1 Ib. carbon bisulphide, pure 16 

5 Ibs. charcoal blocks 20 

1 Ib. charcoal wood, powd $ 08 

8 ozs. chloroform, pure 26 

1 oz. cobalt nitrate C. P 18 

1 oz. coohineal powd 08 

1 Ib. copper sheet, thin 40 

1 oz. copper nitrate C. P 07 

1 oz. copper oxid wire form. . . .* 12 

1 oz. copper sulphate C. P 09 

1 oz. glass wool, fine 22 

1 Ib. hydrogen peroxide C. P 50 

1 oz. iodine, pure 26 

1 Ib. iron f iling, clean, fine 08 

1 oz. iron ammonia, citrate 13 

1 Ib. iron chlorid (FeCIg) 29 

1 Ib. iron sulphate (eom'l) 06 

6 Ibs. hydroehloric acid, C. P. Sp. Gr. 1.20 72 

1 Ib. lead, shot No. 10 14 

1 Ib. lead nitrate C. P 26 



26 

1 oz. litmus ciibes .06 

1/2 qr. litmus paper, red 40 

% qr. litmus paper, blue .40 

1 Ib. logwood, ground 08 

1 oz. lithium nitrate , 16 

1 Ib. magnesium carbonate, pow'd 24 

1 oz. magnesium powder .18 

1 Ib. manganese dioxide 08 

1 Ib. mercury, redistilled , , , .88 

8 ozs. mercury oxid, red .68 

1 oz. mercurous nitrate C. P 13 

1 oz. mercurie nitrate C. P .14 

1 oz. nickel nitrate C. P 11 

7 Ibs. nitric acid, C. P. Sp. Ur. 142 1.00 

1 oz. oxalic acid, C. P; cryst 05 

1 oz. phenalphthalein 30 

2 ozs. phosphorous, yellow 15 

2 ozs. phosphorous, red 15 

1 oz. potassium bromid C. P .07 

2 Ibs. potassium chlorate, cryst 32 

1 Ib. potassium ferricyanid, com'l 63 

1 oz. potassium ferorcyanid C. P. . . . • • •$ 0.07 

2 Ibs. potassium hydroxid C. P 85 

1 oz. potassium iodide, cryst 25 

1 Ib. potassium nitrate, cryst 12 

1 oz. Potassium permanganate C. P .07 

1 oz. pyrogallic acid, resumblimed 18 

1 oz. Silver nitrate C. P. cryst 60 

1 oz. sodium metal 15 

1 Ib. sodium bicarbonate 06 

1 Ib. sodium biborate, powd 15 

1 Ib. sodium carbonate, dry 06 

2 Ibs. sodium hydroxid ." 82 

2 Ibs. sodium hyposulphite 13 

1 Ib. sodium nitrate cryst 08 

1 oz. strontium nitrate C. P 07 

2 Ibs. sulphur roll . 13 

2 Ibs. sulphur flowers 13 

9 Ibs. sulphuric acid, Sp. Gr. 1.84 C. P .'. .95 



27 

2 Ibs. zinc, mossy 30 

1 Ib. zinc dust 15 

1 Ib. zinc nitrate C. P 41 

1 Ib. zinc sticks C. P 29 

1 Ib. zinc oxid 56 

1 Ib. zinc sheet 17 



*BIOLOGY CLASS OF FIVE. 

Approxì- 
* mate Cost. 

5 Barnes microscopes, TI $11.25 

1 BH2 comipound microscope 30.15 

1 band microtome 5.40 

1 section razor 1.80 

5 dissecting pans 95 

50 glass slides 36 

100 cover glasses, 18 mm 54 

5 dissecting scissors 1.50 

5 dissecting scalpels 94 

5 dissecting forceps $ 1.50 

10 dissecting needles 19 

50 test tubes, 150 x 18 mm 75 

1 ring on iron stands 34 

2 wire ganze, 100 mm. square 1.08 

1 glass stirring rod 05 

2 evaporating disbes, 95 mm 24 

5 thistle tubes, 250 mm. long 23 

500 gm. glass tubing, 6 mm. ontside 30 

1 band balance, 200 mm. beam 1.50 

1 alcohol lamp, brass, 200 ce 15 

2 flasks, 250 ce 21 

1 bone forceps '. 87 

1 cylinder graduate, 250 ce 60 

1 steam sterilizer, round, 215 x 185 3.15 

6 petri disbes, 50 mm 6G 

100 slide labels 08 

12 Syracuse watch glasses "^5 

1 Bell jar, open top, 175 x 85 mm. 60 

♦Handbook No. 22, New York Department of Bducation. 



28 



REAGENTS, ETC. 

1 Ib. hydrochloric acid, C. P 20 

2 Ibs. nitric acid, conc 35 

1 Ib. ammonium hydrate .25 

1 oz. iodin, resublimed 28 

1 oz. potassium iodide, cryst 25 

1 Ib. ether, Sp. Gr. 0.725 80 

1 Ib. lime water 16 

1 Ib. Feliling's solution, bine 50 

1 Ib. Febling's solution, white 50 

100 strips litmus paper, red 08 

100 strips litmus paper, blue 08 

2 Ibs. alcohol, 95 per cent 1.02 

1 oz. pancreatin 21 

1 oz. oxgall Il 

. 1 oz. pepsin powder '. 15 

1 Ib. phospliate of lime, pure 57 

1 oz. grape sugar, anhydrous .11 

1 oz. easin 60 

1 Ib. agar-agar, threads 75 

1 oz. peptone, American $ 0.15 

2 Ibs. f ormalin, 40 per cent 37 

1 oz. phosphorous stick, red .15 

1 Ib. sulphur flowers 10 

1 Ib. chlorate of potash crystals 18 

1 Ib. blaek oxide of manganese, powd 08 

1 Ib. absorbent cotton 40 

1 Ib. potassium permanganate 18 

1 tube 20 ce. of Canada balsam in xylol 27 

NAMES OF COMPANIES FURNISHINa EQUIPMENT TO 
TEACH THE SCIENCES. 

Eimer & Amend, New York City, 

Columbia Scliool Supply Company, Indianapolis, Ind, 

Bausch & Lamb, Rochester, N. Y. 

Queen & Co., Pliiladelphia, Pa. 

Edward P. Martin & Co., Boston, Mass. 

Keuffesl & Esser, New York, N. Y. 



29 

L. E. Knott Apparatus Company, Boston, Mass. 

L. A. Murray & Co., Kilbourn, Wis. 

Machinist Supply Company, Chicago, 111. 

C. H. Stoelting Co., Chicago, 111. 

E. P. Hall Supply Company, New York City, 

Eberbach & Son, Ann Arbor, Mich. 

Arthur W. Hall Co., Boston, Mass. 

Central Scientific Co., Chicago, 111. 

Henry Heil Chemical Co., St. Louis. 

OPENING EXERCISES. 

Patriotic and devotional singing. 

Simple talks upon the cultivation of observation,' attention, 
memory, effective thinking, and habit forming, and the making 
of character. 

Deal with common vice as destructive of working ability, so- 
cial and moral influence. Avoid being suggestive, but be plain 
and sincere. 

Teach the dignity and rewards of labor. 

Studies in the elements of social and economie progress, suc- 
cess and failure, care of defectives, and reforms. 

Simple lessons upon the interpretation of great pictures. 

Observation of national holidays, the anniversaries of the 
birth of great men and women, also of historical events. 

Study some of the world's great benefactors, but do not over- 
look the widow's mito. 

Current Events. 

Make use of daily papers. 

SUBJECTS PRESCRIBED FOR ALL CANDIDATES FOR 
GRADUATION. " 

ENGLISH. 

Unit Value 

First Year 1.0 

Second Year 1.0 

Third Year 1.0 



30 

MATHEMATICS. 

Algebra : 

First year (I/2) 5 

Second year 1.0 

Piane Geometry: 

Third year. 1.0 

Naturai : science. 

First or second year, two half-year electives or 

one f ull-year elective 1.0 

Physical : 

TMrd or fourth year elective 1.0 

HISTORT OE A MODERN LANGUAGE. 

Foreign : 

First, second, or third year elective ' 1.0 

American and Civics : 

Fourth year 1.0 

Total units prescribed for ali 9.5 

REGULAR COURSES. 

Students completing any one of the foUowing six courses 
are entitled to diplomas. 

(Note — The Arabaic numerals represent the number of 
periods per week each subject is recited. The Roman numerals 
(I) (II) indicate first and second terms, respectively.) 

LITEEAET COUESB. 

First Year— p^^j^^g Unit 

Per Week. Value, 

English !.. 5 1.0 

Botany and Agriculture 5 1 

Arithmetic (I) : • • . 

Algebra (II) 5 .5 

Geography (I)-2 — 

Grammar (I)-3 • • • 

Zoolopy or Commercial Arithmetic (II) 5 .5 

Music and Art 2 ... 

22 



31 

Second Year — 

English 5 1 

Algebra 5 1 

Ancient History 5 1 

Latin or Modem Language 5 1 

Music and Art 2 ... 

22 
Third Year — 

English 5 1 

Piane Geometry 5 1 

Mediaevel and Modem History 5 1 

Latin or Foreign Language 5 1 

Music and Art 2 

22 

Fourth Teaf^ — 

American History and Civics 5 1 

English (I) 5 .5 or 1 

Secondary Arithm'etic or Solid G-eometry (II) 5 .5 or 

Latin or Foreign Language 5 1 

Physics 5 1 

Music and Art 2 ... 

22 

Music and Art for four years . (special teacher) . . 1.0 



First Year — commercial couese. 



Periods Unit 

Per Week. Value. 



English 5 1 

Botany and Agriculture 5 1 

Arithmetic (I) 

Algebra (II) 5 

Geography (I) -2 .' 

Grammar (I) -3 

Commercial Arithmetic (II) 5 

Music and Art 2 



22 



32 

Second Year — 

English 5 1 

Algebra 5 1 

Ancient History 5 1 

Bookkeeping or Typewriting 5 

Music and Art 2 

22 
Thircl Year — 

English 5 1 

Piane G-eometry 5 1 

Typewriting or Bookkeeping 5 

Stenograpliy (optional) 5 1 

Foreign Language 5 1 

Mnsic and Art 2 

22 

(Note — If stenography is begun in the third year it should 
be continued through the fourth year.) 

Fourth YeaP — ■ 

American History and Civics 5 1 

Physics 5 1 

Foreign Language 5 1 

Econo mics (I) 5 . .5 

Commercial Geography or Com'l Law (II) . . 5 .5 

Music and Art • • • • 2 

22 

Bookkeeping Course 1 

Stenography I-O 

Typewriting Course .5 

Music and Art, f our years, special teacher 1 



33 

ENGLISH. 

Grammar : 

Smith ''Our Language." First year, (I)-3. Eeviewed. Fourth 
year, Rhetorie : Brooks and Hubbard. First, second and third 
years, two periods a week. Classics: AH years, three perioda 
a week. 

HlSTORY OF LlTERATURE: 

Tappan. Fourth year, two periods a week. Other years in 
hands of teacher only. 

Spelling is to be a regular exercise throughout the course, 
words to be taken from the adopted text and from a list made 
up of those words commonly misspelt in other subjects. Ten min- 
utes daily recitations are ampie. 

LlTERATURE. 

The selection of masterpieees for class study is based upon 
the college entrance requirements formulated and adopted by the 
four associations of colleges and preparatory schools of New 
England, the Middle States and Maryland, the North Central 
States, and the Southern States. Both prose and poetry are 
represented in each year. These units of literature are arranged 
with the view of their adaptation to the student's ability as weli 
as to bis interest. Greater ability is required for the compre- 
hension, of the masterpieees as the course progresses. 

Considerable latitude is given in the selection of master- 
pieees for class study. Individuai schools should be guided (1) 
by what students bave read, (2) by what is most likely to appeal 
to the students' interest, (3) by what the teacher of English 
is most interested in and most competent to teach. An effort is 
made to give more than usuai prominence to American literature^ 
including Southern literature, in the lists for class study and for 
coUateral reading. 

]\Iethod. 

The classics selected on the bases mentioned in the preceding 
paragraph should make it possible for a thorough intensive study 
of each. The amount of intensive study to be done vdll increase 
with the advancement of the students. A love and appreciation 
for literary content should always be the most important object 



34 

in such study. Literary forms, historical, biographical, and 
mythological allusions should receive only such attention as a 
clear under standing of the text requires. The unity of the mas- 
terpieee, the relation of the parts, and the general manner in 
which the author handles his material to develop his theme should 
be noticed. The student is not ready for any extended literary 
eriticism. Comparisons of major and minor eharacters de- 
scribed in the classics studied should be made by the students. 
Discussions resulting from such comparisons can profìtably be 
earried into the literary society for debates, even in the first year 
of the high sChool. Such discussions will add interest to the 
study of the classics and prepare the ground for an introductory 
study of argumentation in the second year and a more extended 
study of argumentation in the fourth year composition wotk. 
To enable students to get a general survey of the literary unit 
studied, a reading through aloud of the entire masterpiece by 
teacher and students should precede. There should follow a more 
careful reading of the larger subdivisions with the view of show- 
ing their relation to the masterpiece as a whole and to each 
other, Finally, a closer study of the paragraph, sentence, and 
meaning of words. Allusions, the life of the author, the literary 
setting of the masterpiece, and necessary references to the tech- 
nique of grammar aad rhetoric should be noticed. The study of 
the subject should require considerable time outside of the reg- 
ular school hours. 

HiSTORT OF LiTERATURE. Tappan's England's and America 's 
Literature. 

This subject will be studied only by those students who take 
the Fourth Year Eìiglisli. AH are urged to take the full four- 
years in English. 

COLLATERAL ReADING. 

The suggested coUateral reading aims at the arousal of a 
many-sided interest in literature. Assignments for collateral 
reading should be carefully foUowed up and students asked to 
make orai and written reports in class. At least four hooks 
should he read outside of class each half year. 



35 

Memorizing Selections of Prose and Poetry. - 

Throughout the course there should be a systematic effort 
made to have students memorize clioice portions of both prose 
5,iid poetry. The portions to be memorized are to be selected 
by teacher and students. The possession of such portions of 
literature will enhance the student's appreciation of good litera- 
ture and will aid bis style of expression. 

FORMAL GrAMMAR. 

The study of formai granunar is completed. First year (I) 
Reviewed by those who take Fourth Year English. The text 
should be used constantly as a ref erence hook and formai gram- 
mar should be emphasized in connection with the study of com- 
position and rhetoric, the analysis of difficult passages in the 
masterpieces read, and in connection with the study of a foreign 
language. 

COMPOSITION AND RheTORIC. 

This subject is given two periods a week throughout the first 
three years. It may be reviewed the fourth year. 

Method. 

To secure freedom of expression, much practice should be 
given to orai narrations, descriptions, expositions, and debates. 
Let the student relate some interesting expeiience, report on 
some part of a hook that appeals to him, teli in detail how to 
■do something with which he is thoroughly familiar, argue for 
or against a proposition submitted to the class for discussion. 
'Characters and practices mentioned in literature and history 
may be used for such discussions, but special precautions must 
be taken by the teacher to prevent wandering from the point 
at issue. As suggested on a previous page, some of these discus- 
sions may profitably be carried into the literary society. 

Occasionally the student should be asked to appear before 
the class to deliver bis narrative, description, exposition, or de- 
bate in a naturai, impressive manner. Does he stick closely to 
the centrai point of his theme? Does every paragraph bear on 
i;he topic sentence in the paragraph? (The necessity for an out- 
line is evident.) Do the parts of the sentences bang together 
«closely ? Do the words in the sentence express precisely what he 



36 

wants to say? (A systematic study of models, synonyms, and 
dictionary should be made to assist the student in the study of 
words and their exact meaning.) 

There are two essential elements for good orai and written 
composition work: (1) The student 's desire to teli something 
of value to others; (2) saying it in such a elear, coherent way 
that others hearing or seeing it cannot fail to get the point. 
To get the technical form of written compositions, much prac- 
tice in taking dictations of models should be given during the 
first two years. One short written composition of about a page or 
page and a half, of laboratory size paper, should be the minimum 
weekly requirement throughout the course, A longer monthly 
theme, of from three to four pages in the first two years and 
five to six in the last two years, based on some subject in whieh 
the student is interested and has an accurate knowledge of the 
details, should be required throughout the entire course. Train 
the student early in making outlines, in criticising bis own 
product through judgment.of its logicai coherence, clearness of 
meaning, and proportion of the parts of the composition. Get 
the student into the habit of reading bis composition out loud 
and then criticising it by the way it sounds. 

VOCABULARY. 

A systematic effort should be made to enlarge the student 's- 
vocabulary. The meaning of words may be understood by read- 
ing the context of a paragraph, but such words cannot be said 
to belong to the active use of one's vocabulary until the word 
is used frequently in orai and written expression. In the pri- 
mary grades the pupil is taught and drilled upon one, two, or 
three words daily before he has in bis possession the mechanical 
means to master the printed page. Why should not a similar 
practice prevali to some extent in the grammar and high schoo] 
grades to give the student greater f acility of expression ? 

LiTERARY Society. 

Bi-weekly or monthly meetings of the high school literary 
society offer an excellent opportunity for effective work in Eng- 
lish. Regular class exercises in deelamations of poetry and prose, 
essays typical of the narrative, descriptive, and expository forms. 



37 

of composition, dramatizations of certain portions of master- 
pieces, orations and debates should be prepared for the program 
of the litej'ary society. This would bring the literary society 
into closer touch with the regular work in English and would 
save most of the time that is frequently taken to prepare for 
such exercises. - 

CORRELATION OF EnGLISH CoMPOSITION WITH OtHER SuBJECTS. 

The aim of the English teacher to have high school students 
learn to speli, punctuate, paragraph, speak and write eorrectly 
is defeated nnless ali of the teachers of the grades and of other 
high school subjects lay emphasis on the use of correct English. 
A lesson in mathematics may serve as excellent practice for cor- 
rect diction in explaining a problem. Orai and written ex- 
ercises in history can be used for the same purpose. Essays on 
certain topics in history ought to be substituted as part of the 
required work in composition. Well written translation of por- 
tions of Caesar's Gallic War or Cicero 's Orations ought to be 
substituted in a similar manner. The experiments to be written 
cut in physics and chemistry during the third and fourth years 
make possible the giving of excellent training in English com- 
position. Every recitation, in whatever subject, ought to be 
a lesson in English. Such an attitude toward the subject on 
the part of ali of the teachers in the high school and the occa- 
sionai substitution of written work in subjects other than Eng- 
lish would give motive to the student for the Constant insistence 
on the importance of the subject of English. The practice of 
having students write for no other apparent reason than 
learning the technique of formai compositions, is pernicious in 
that it eauses students to hate the subject, thus defeating the 
end aimed at. The teacher of English should occasionally col- 
lect the compositions written in other departments and make 
them the basis of practical class lessons in his subject. By doing 
this he will be the better able to suggest to his associate members 
on the faculty the necessity for uniform requirements in English 
in the written work submitted in every subject. Intelligent 
Tinited efforts along this line would go far toward silencing the 
present criticism of instruction in formai English, the school 



38 

being charged with turning out continually individuals who 
eannot speli the commonest words, paragraph, punctuate or write 
eorrectly. 

High School Library. 

Tlie high school library is an important factor in getting 
students interested in current events in reference books and in 
other books selected from the masters in literatnre. Daily, 
weekly or monthly papers and magazines create an interest in ali 
forms of literature — scientific, historical, etc. An intelligent 
knowledge of how to use a dictionary, an encyclopedia or other 
reference books, is more important than the daily getting of les- 
sons, although the latter, in many instances, requires the former. 
The teacher should be the guide to the library. Frequently he 
can get students to read a good hook by reading out of it up to 
the point where the student's interest is sufficiently aroused to 
desire to take it out of the library. Knowledge obtained from 
«the reading of library books can be used in the formai English 
Work, it may contribute to the clearing up of difficulties in 
other subjects, or it may lead to a permanent interest in good 
books. 

first year — first half. 
Literature. 

The selection of masterpieces for class study should be de- 
termined (1) by what pupils bave read, (2) by what is likely 
to appeal most to their interest, (3) by what the teacher of 
English is most interested in and most competent to teach. 

The aim in literature during the first year should be to create 
and develop a taste for the best literature. The desire to read 
good library books is a reliable test of the interest awakened 
through class study of masterpieces. 

For class study. Two periods a week. One from each group : 
I. Franklin 's Autobiography. (H. M. & Co.) 

Bunyan's The Pilgrim's Progress. (H. M. & Co.) 
IL Lowell's The Vision of Sir Launfal. (Aimsworth & 
Co.) 
Goldsmith's Deserted Village. (H. M. & Co.) 



39 

Longfellow's The Courtsliip of Miles Standish. (H. 

M. & Co.) 
Enoch Arden; Snow Bound. 
Suggested for CoUateral Beading: 

1. Men of Greece — Hall. 
2. Cuore — D'Amicis. 

3. Enoch Arden — Tennyson. 

4. The Man Without a Country — Hale. 

5. Wonder Book — Hawthorne. 

6. Westward Ho ! — Kingsley. 

7. Sketch Book — Irving. 

8. The Other Wise Man— Van Dyke. 

9. Robinson Crusoe — Defoe. 

10. GuUiver's Travels— Swift. 

11. Boys Who Became Famous Men — Skinner. 

12. Life of Agassiz. 

13. The Yemasse — Simms. 

14. Horso-Shoe Robinson — Kennedy. 

CoMPosiTiON AND Rhetoric. Adoptecl text: Brooks and Hub- 
bard's Composition-Rhetoric. (Tivo Periods a Week.) 
To secure a f acility of expression,. orai as well as written com- 
position sliould be emphasized. To give motive for writing com- 
positions in the best forni possible, the subject of letter writing 
should be taken up first. The necessity for correct capitalization, 
punctuation, spelling, indentation and paragraphing will be evi- 
dent to the student. One short written composition, of about a 
page or a page and a half of laboratory size note paper, should 
be the minimum weekly requirement. A longer monthly theme, 
of from three to four pages, based on some subject in which the 
student is interested and has an accurate knowledge of the de- 
tails should be required. The unity and coherence of content 
should be the larger concern to the teacher. Emphasize com- 
mendable points. Select one or more compositions of medium 
grade, containing errors made by the majority of students. The 
whole composition, or complete parts of the same, should be 
written on the board and then read and discussed in a helpful 
way. Let the students suggest and correct the errors, as far as 
this is possible. Work from unity of composition to unity of 



40 

paragraph; then, to unity and clearness of sentence structure; 
then, to grammar, punctuation, and spelling. Look for one thing 
at a time. As soon as possible, have the students correct their 
own compositions by exchanging papers. Avoid opportunities 
for collusion among the students by having them exchange pa- 
pers with a different individuai each time. After such correc- 
tion, the teacher should collect the compositions and check them 
up to see if the necessary corrections have been made. Occaslon- 
ally the teacher should look over ali of the papers before students 
are asked to examine and correct their mistakes. Such oversight 
will enable the teacher to know the powers and progress of his 
students and will stimulate them to put forth their best efforts. 
The longer monthly compositions and the better short composi- 
tions should be filed in a permanent note-book. Much individuai 
aid and guidance should be given the weaker students in learn- 
ing to appreciate models, to make outlines, and to express them- 
selves clearly and coherently. Have frequent practice in taking 
dictations of models selected from the adopted text or from the 
literature that is being read. Also have students write para- 
graphs in class on some familiar subject. Bmphasize narration, 
but introduce description and exposition. 

Grammar. Adopted Text: Smith 's Our Language Grammar. 

(I)-3. 
Finish the hook, dwelling on the principles in which the 
children are most deficient. 

Spelling. 

Words misspelt in other subjects or taken from adopted text. 
Ten minutes daily. 

Spelling continues through the four years. 

Adopted Text: Mayne's Business Speller. 

Selections to Be Memorized: Prose and Poetry. 

, FIRST YEAR SECOND HALF. 

Literature. (Tìvo Periods a Week.) 
For class study. One from each of the f oUowing groups : 
I. Hawthorne's House of Seven Gables. (H. M. & Co.) 
Irving's Sketch Book. (H. M. & Co.) . 
Dickens' A Tale of Two Cities. (H. M. & Co.) 



41 

II. Scott 's Lady of the Lake. (Ainsworth & Co.) 
Poe's Poems. (H. M. & Co.) 
Tennyson's Gareth and Lynette, Lancelot and Elaine, 

and The Passing of Arthur. (H. M. & Co.) 
G-reat Stone Face. 

Suggested for CoUateral Reading: 

1. Ivanhoe — Scott. 

2. The Silver Christ— Guida. 

3. .Jungle Book, I and II — Kipling. 

4. Don Quixote — Cervantes. 

5. Dickens' History of England. 

6. My Study Window — Lowell. 

7. Birds and Bees — Burroughs. 

8. Memorabilia — Xenophon. 

9. Apology of Socrates — Plato, 

10. Private Life of the Romans — Preston and Dodge. 

11. Greek Heroes — Kingsley. 

12. Gold Foil—Holland. 

13. Swallow Barn — Kennedy. 

14. To Have and to Hold — Mary Johnston. 

SECOND YEAR — FIRST HALF. 

LiTERATURE. (Two Perìods a WeeTc.) 

The aim of literature in the second year should "be more inten- 
sive than in the first year. From an appreciation of the master- 
piece students should be trained to analyze the classic for its 
unity, mass, and coherence. 

For class study. One from each group : 
I. Scott 's Ivanhoe. (Ginn & Co.) 

Addison 's The Sir Roger de Coverly Papers in Spectator. 
(Ainsworth & Co.) 
IL Shakespeare 's As You Like It; Merchant of Venice; 
Henry V. (Ginn & Co.) 
Lays of Ancient Rome. 
Last of the Mibhicans. 



42 

Suggested for CoUateral Reading: 

1. Translation from the Iliad (Books I, VI, XXII, XXIV) 

— Pope. 

2. Twice Told Tales — Hawtkome. 

3. Kenilworth — Scott. 

4. The Struggle for a Continent — Parkman, 

5. Young Folks' Plutarch — Ginn. 

6. Being a Boy — Warner. 

7. Innocents Abroad — Mark Twain. 

8. The Last Days of Pompeii — Lytton. 

9. Ben Hur — Wallace. 

10. Treasure Island — Stevenson. 

11. Odyssey — Homer. 

12. Shakespeare the Boy — Rolfe. 

13. Poe's Tales. 

14. In Old Virginia — Page. 

SECOND YEAR — SECOND HALF. 

LiTEEATURE. (Two Perìods a Week.) 
For class study. One for each group : 
I. Scott 's Quentin Durward. (Macmillan Co.) 
Bacon 's Essays. (Macmillan Co.) 
Mrs. Gaskill's Cranford, (Macmillan Co.) 
II. Palgrave's Golden Treasury (first series), books II and 
III, with special attention to Dryden, Collins, Gray, 
Cowper, and Burns. (Macmillan Co.) 
Arnold 's Sohrab and Rustum. (Ainsworth & Co.) 
Pope's The Rape of the Lock. (Macmillan Co.) 
Vicar of Wakefield. 

Suggested for CoUateral Reading: 

1. Marmion — Scott. 

2. Eadnapped — Stevenson. 

3. Tom Brown at Rugby — Hughes. 

4. Rienzi — Lytton. 

5. Beside the Bonnie Brier Bush — Maclaren. 

6. Tales of a Traveler — Irving. 

7. Two Years Before the Mast — Dana. 



43 

8. Rab and His Friends — Dr. John Brown. 

9. Brave Little HoUand — Griffis. 

10. Sharp Eyes — Burroughs, 

11. Girls and Women — Chester. 

12. Betty Alden — Austen. 

"^ 13. Surry of Eagle's Nest — Cooke 

14. Mohnm — Coeke. 

15. The New South— Grady. 

THIED YEAR — ^FIRST HAIjF. 

Ijterature. 

One from each group. 

I. De Quineey's Joan of Are and the English Mail CQaeh. 
(H. M. & Co.) 
Macaulay's Life of Johnson. (H. M. & Co.) 
Goldsmith's Vicar of Wakefìeld. (H. M. & Co.) 
IL Shakespeare 's Julius Csesar; Twelfth Night. (H. M. 
& Co.) 
Milton 's Minor Poems. (Ainsworth & Co.) 
Idyls of the King. 
Sesame and Lilies. 

Suggested for Collateral Reading: 

1. The Newcomes — Thackeray. 

2. The Autocrat of the Breakfast Table — Holmes. 

3. Our Old Home — Hawthorne. 

4. The Choir Invisible — Alien. 

5. Snow Bound — ^Whittier. 

6. Adam Bede — Eliot. 

7. Locksley Hall — Tennyson. 

8. Henry Vili — Shakespeare. 

9. Virginibusque Puerisque — Stevenson. 

10. Quo Vadis — Sienkiewicz. 

11. Opium Eater — DeQuincey. 

12. "Washington and His Country — Irving and Fiske. 

13. Essays — Emerson. 

14. Half Hours in Southern History — Hall. 

15. The Prophet of the Great Smoky Mountain s — Craddock. 



44 

THIRD YEAR SECOND HAL,P. 

LlTERATURE. 

One from each group. 
I. George Eliot 's Silas Marner. . (H. M. & Co.) 

*Carlyle's Essay on Burns. (Ainsworth & Co.) 
II. Palgrave's Golden Treasury (first series), book IV, with 
special attention to Wordsworth, Keats, Shelley, and 
Byron. (H. M. & Co.) 
* Washington 's Farewell Address and "Webster 's First 
' Bunker Hill Oration. (H. M. & Co.) 

Suggested f or CoUateral Eeading : 

1. Trae Story of Paul Hevere — Gettemy. 

2. Transit of Civilization — Eggleston, 

3. Winning of the "West — Eoosevelt. 

4. Commemoration Ode — Lowell. 

5. In Memoriam — Tennyson. 

6. The Hoosier Schoolmaster — Eggleston. 

7. Cotter's Saturday Night — Burns. 

8. The Story of a Bad Boy— Aldrich. 

9. My Summer in a Garden — ^Warner. 

10. Les Miserables — Hugo. 

11. Unele Remus, His Songs and Sayings — Harris. 

12. Nights with Unele Remus — Harris. 

13. Red Rock— Page. 

POURTH YEAR — COURSE IN ENGLISH. 

A. Themes, Outlines, Masterpieces. I Term. 

B. Review Grammar. Study of History of Literature. I 
Term. 

A. and B. Term I and II. 



•Required reading for college entrance. 



^ 45 , 

POURTH YEAB — FIRST HALP. 
LlTERATURE. 

One from each group. 
I. *Burke's speeeh on Conciliation with America. (D. Ap- 

pleton & Co.) 
II. *Shakespeare's Macbeth. (D. Appleton & Co.) 
For Collateral Reading: 

1. Egyptian Princess — Ebers. 

2. Peasant and Prince — Martineau. ' 

3. Roman Life in the Days of Cicero — Church. 

4. How the Other Half Lives — Riis. 

5. Hero Tales from American History — Roosevelt and 

Lodge. 

6. Intellectual Life — Hamerton. 

7. Prue and I — Curtis. 

8. Romola — Eliot. 

9. Vanity Fair — Thackeray. 

10. Paradise Lost, Books I and II — Milton. 

11. Poets of the South — Painter. 

12. Col. Carter of Carter sville— Smith, F. H. 

13. New Orleans : The Place and the People — King. 

FOURTH YEAR. 

LlTERATURE. (Tluo Perìods a Week.) 

Adopted Text: Tappan's English and American Literature. 

Formai study of text-hook in English and American litera- 
ture. In connection with the study of an author's life, review 
the masterpiece or masterpieces read in class and assigned for 
collateral reading. 

Make a more intensive study of the representative author of 
a period and group the other authors belonging to the same 
period about such author. Literary movements should be studied 
rather than individuai authors. Review the passages memorized 
in the preceding intensive study of masterpieces. 



*Required reading for college entrance examinations. 



46 



REFERENCE BOOKS. 

1. Chubb 's Teaching of English. 

Macmillan Co., New York. 

2. Carpenter, Baker and Scott 's Teaching of English. 

Longmans, Green & Co., New York. 

3. McMurry's Reading of English Classics. 

Macmillan & Co., New York. 

4. Laurie's Language and Linguistic Method. 

Macmillan & Co., New York. 

5. Report of Committee of Ten. 

American Book Co., Cincinnati, Ohio,* 

6. Report of the Committee on College Entrance Require- 

ments. 

D. W. Springer, Secretary of N. E. A., Ann Arbor, Mieh. 

7. Webster 's Elementary Composition. 

Houghton Mifflin & Co., Boston, Mass. 

LATIN. 

GENERAL STATEMENT, 

The course in Latin extends over a period of three years, be- 
ginning with the second year and eontinuating throughout the re- 
mainder of the high school course, five periods a week. 

FIRST YEAR LATIN. 

Adopted Text : Gunnison and Harley. Firt Year Latin. 

FIRST YEAR. 

The work in Latin f or the first year covers the elementary, or 
preparatory material. This is the most important period in the 
study of this subject. During this time, first year Latin and 
elementary Latin composition are to be mastered thoroughly. If 
this is accomplished, a large part of the Latin grammar will be 
in the student's possession. The mastery and enjoyment of 
Cseaar and Cicero will be possible. Accurate knowledge of forms 
s^ntax, and vocabulary is an absolute necessity. Forms, princi- 
ples of syntax, and vocabulary must be memorized and drilled 
upon until they are as f amiliar as the alphabet or the multiplica- 
tion table. Accuracy in Latin makes interest possible. No one 



47 

but a competent teacher of Latin should undertake this founda- 
tion work. 

FORMS. 

The inflections foimd in the different declensions and conjuga- 
tions must be thoroughly familiar before substantial progress can 
be made. Case endings, tense signs, and personal verb endings 
can be recognized only by close observation and Constant drill. 
Frequent orai and written tests are necessary to fìx these forms 
in memory. 

Pronunciation. 

The Latin pronunciation is preferred. A great deal of orai 
practice is necessary to familiarize students with such pronun- 
ciation. 

Syntax. 

Principles of syntax learned in English grammar should be 
employed constantly to re-enforce corresponding constructions 
in Latin. The learning and application of principles of syntax 
found in Latin can and should be made an invaluable aid in learn- 
ing and applying technical English grammar. 

Prose. 

There should be daily practice in translating easy English 
sentences into Latin. Translations from English into Latin are 
much better tests of the student 's knowledge of vocabulary, forms 
and syntax than translations from Latin into English. The 
greater emphasis should therefore be placed on this kind of 
translation. Too frequently this method, on account of its diffi- 
eulty, is neglected altogether. 

Variety should characterize the testing, orai and written, 
of what has preceded. 

At first, students should be trained to verify their work by 
means of the hook and then gradually to discard the hook and 
rely very largely on the accuracy of their knowledge. 

Vocabulary. 

A systematic effort to build up a vocabulary should be made 
from the beginning. A certain number of Latin words should 



48 

be committed to memory regularly and there should be frequent 
drill on those learned previously. For the sake of interest and 
for the sake of having a comprehensive basis for subsequent 
reading there should be sufficient variety and copiousness in the 
vocabulary of the elementary course. Seven or eight hundred 
words, exclusive of proper nàmes, in the possession of the pupil 
for ready use are ampie. 

Translation. 

The student should be taught early how to get the thought 
from the Latin order of words before translating. Careful orai 
and silent reading of the Latin will aid the student in becoming 
accustomed to this mode of expression. Discrimination of syno- 
nyms and idioms must be insisted on from the beginning to get 
the best English translation. In most instances, English words 
similar in form to the Latin should not be aecepted. The pri- 
mary aim in translating Latin into English is not mere thought- 
getting, but getting "the most discriminating iuterpretation of 
the passage in hand as language and literature. ' ' Sharp, definite, 
specifie translations of Latin phrases and sentences create effect- 
ive habits of correct thinking and expression. Detaehed sen- 
tences should constitute the earlie^t practice in translation. As 
the student 's knowledge of Latin construction increases, the 
complexity of the sentences to be translated should increase. 

Reviews. 

Too mudi stress can not be laid upon the necessity of fre- 
quent orai and written reviews. Opportunities to test must be 
made. The superficial getting of daily lessons will not answer. A 
student either knows or does not know what he has been studying. 
There is no middle ground. Upon the thoroughness with which 
the elementary work in Latin is done depends the quality of the 
work in Csesar and Cicero. 

SECOND YEAR. 

Adopted Text: Gunnison and Harley, Cassar. 

Before taking up Csesar, the vocabulary forms, and prineiples 
learned in the elementary work should first be reviewed. Three 
weeks or a month should be devoted to such review. 



49 . : 

Amount to Be Read. 

Any four books of Caesar's Gallio War, preferably the first 
four, are recommended as a minimum requirement. The order in 
which the books are read may be changed. Some teachers prefer 
to read Books II and III first on account of their greater sim- 
plicity. 

Translation, 

The student should now have greater ability to get the 
thought of the author in the Latin sentence order before trans- 
lating. A literal translation should be encouraged to show stu- 
dent 's knowledge of constructions. Then the best idiomatic 
English should be required. For the student 's guidance in 
method of attack and manner of rendering in the best English, 
the teacher should oecasionally translate some sentence in the 
lesson or some other passage in Csesar, A loose Latin sentence 
oftentimes requires several short English sentences to express the 
same thought. To get the unity of the narrative the teacher 
should read aloud to the class a translation of the work previously 
covered. 

Translation at Sight. 

To sècure greater facility in getting the thought from the 
Latin sentence order and expressing the same in genuine English, 
translations at sight of a portion of the lesson for the following 
day or some portion of a hook not prescribed for regular class 
study are helpful. Care should be taken to avoid the selection 
of too difficult Latin for this purpose. 

CORRELATION. 

Oecasionally, the translation of a chapter, or a portion of a 
chapter, illustrative of a unit in narration, description, or ex- 
position, should be written out carefully by the class to serve as 
part of the composition work in English for the second year. 

Setting. 

Before taking up the narrative of the Gallic "War its bio- 
graphical, historical, and geographical setting should be traced 
in reference books and on maps. Ali references in the text 
to these different phases should be looked up by the pupils. 



50 

Study tlie Roman military system and discuss its means aud 
methods of operation with the class. Students will be interested 
in Csesar's motives, the method and success of his plans. Side- 
lights on Celtic, Gallic, and Roman institutions add interest to 
the narrative. 

THIED TEAK. 

Adopted Text -. . Gunnison and Harley, Cicero. 

A careful and thorough review of the work of previous years 
with special emphasis on such portions having more direct hear- 
ing on Cicero 's Orations, should be given during the first three 
or f our weeks of the year, 

FoRMAL Work. 

Systematic work in Latin grammar (regularly assigned les- 
sons), prose compositions (one period a week), and sight trans- 
lations, as recommended f or the second year, should be continued. 

Amount to Be Read. 

A minimum requirement of six books, including the first f our 
Orations against Catiline, is recommended. 

Setting. 

A study of this period of Roman history is essential. The 
struggle between the aristocracy and the forces of the Republic 
must be understood before the student can properly appreciate 
Cicero and his Orations. Cicero 's antecedents, his life, training 
and environments are appropriate subjects of investigation, 
study, and discussion. The workings of the Roman constitution, 
the functions of public officials, and legislative bodies may well 
be made subjects of study. The student should know the meaning 
of such terms as consul, praetor, ^dile, censor, tribune, qusestor, 
Comitia Centuriata, Comitia Tributa, and Concilium Plebis. 

Correlation. 

Discussions of Cicero 's position in the social and politicai 
struggle of his time, the just or unjust position of the patrician 
class- vs. the plebeian class, or vice versa, can and should be cor- 
related with the fourth year work in English. No better material 
for argumentation can be found. The literary value of Cicero 's 
Orations as models of style, proportion, and unity should be 
studied. 



51 

The interest aroused by sueh a many-sided study of the 
author and his works will more than outweigh the irksomeness 
of a mere formai and mechanical study of Cicero 's Orations. 

MODERN FOREIGN LANGUAGES. 

FRENCH, GERMAN, SPANISH. 

Three years of French or German are provided in the Literary 
Course, elective with Latin, beginning with the second high 
school year and continuing throughout the course five periods a 
week. 

A large variety of classics is offered in French and German 
to meet the needs of individuai schools, and affords opportunity 
for choice in the selection of text. 

A ready speaking knowledge of the modem foreign lan- 
guages taught is an invaluable asset to the teacher. In French- 
speaking communities it is ali the more necessary for the teacher 
.of French to know the vernacular correctly. 

The paragraphs on aim of the instruction and work to he done 
are quoted from Report of the Committee of Twelve. 

FRENCH. 

JElementary French. 

The Aim of the Instruction. — At the end of the elementary 
•course the pupil should be able to pronounce French accurately, 
to read at sight easy French prose, to put into French simple 
English sentences taken from the language of every-day life or 
based upon a portion of the French text read, and to answer 
■questions on the rudiments of the grammar as defined below. 

The Work to Be Done. — During the first year the work should 
■comprise : 

1. Carefull drill in pronunciation. 

2. The rudiments of grammar, including the inflection of the 
regular and the more common irregular verbs, the plural nouns, 
the inflection of adjectives, participles and pronouns; the use 
of personal pronouns, common adverbs, prepositions, and con- 
junctions; the order of words in the sentence, and the ele- 
mentary rules of syntax. 



52 

3. Abundant easy exercises, designed not only to fix in tlie 
memory the forms and principles of grammar, but also to culti- 
vate readiness in the reproduction of naturai forms of expression. 

4. The reading of f rom 100 to 175 duodecimo pages of grad- 
uated texts, with Constant practice in translating into French 
easy variations of the sentences read (the teacher giving the 
English) and in reproducing from memory sentences previously 
read. 

5. Writing French from dictation. 

During the second year the work should comprise : 

1. The reading of from 250 to 400 pages of easy modem prose 
in the f orm of stories, plays, or historical or biographical sketches. 

2. Constant practice, as in the previous year, in translating 
into French easy variations upon the texts read. 

3. Frequent abstracts, sometimes orai and sometimes written, 
of portions of the text already read. 

4. Writing French from dictation. 

5. Continued drill upon the rudiments of grammar, with Con- 
stant application in the construction of sentences. 

6. Mastery of the forms and uses of pronouns, pronomial 
adjectives, of ali but the rare irregular verb forms, and of the 
simpler uses of the conditional and subjunctive. 

Adopted texts for the first two years: 

Chardenal's Compete French Course, Revised Edition. — Sug- 
gested. 

Allyn & Bacon, Chicago, 111. 
Francois' Introductory French Prose Composition. 

American Book Co., Cincinnati, Ohio. 

Classics: 

About— Le roi des montagnes. (Heath & Co.) 

Bacon — Une Semaine a 'Paris. (A. B. Co.) 

Daudet (Super). — La petit Chose. (H. & Co.) 

Foncin — Le pays de France. (A. B. Co.) 

Guerber — Contes et legendes. (A. B. Co.) 

Halevy (Logie) — L'Abbe Constantin. (H. & Co.) 

Hugo — Hernani; La Chute. (A. B. Co.) 

Labiche & Martin — Le poudre aux yeux. (A. B. Co.) 

Labiche & Martin— Le voyage de M. Perrichon. (H. & Co.) 



53 

LaBrete — Mon onde et mon cure. (H. & Co.) 

Merimee — Columba. (A. B. Co.) 

Sandeau — Mademoiselle de la Seigliere. (A. B. Co.) 

Intermediate French. 

The Aim of the Instruction. — At the end of the intermediate 
course the pupil should he able to read at sight ordinary French 
prose or simple poetry, to translate into French a connected 
passage of English based on the text read, and to answer ques- 
tions involving a more thorough knowledge of syntax than is 
expected in the elementary course. 

The "Work to Be Done. — This should comprise the reading of 
from 400 to 600 pages of French of ordinary difficulty, a portion 
to be in the dramatic form; Constant practice in giving French 
paraphrases, abstracts or reproduction from memory of selected 
portions of the matter read ; the study of a grammar of moderate 
completeness ; writing from dictation. 

Adopted Texts for Third Year Are: 
Fraser & Squair's French Grammar. 
Heath & Co., Atlanta. 

Classics: 

Augier and Sandeau — Le gendre de M. Poirier. (A. B. Co.) 

Corneille— Le Cid. (A. B. Co.) 

Daudet — Tartarin de Tarascon. (A. B. Co.) 

Dumas — Le chevalier de maison rouge. (A. B. Co.) 

Fortier — Sept grandes auteurs. (H. & Co.) 

Fortier — Le historie de France. (Macmillan & Co.) 

Fortier — Napoleon. (Grinn & Co.) 

La Fontaine — Fables. (Ginn & Co.) 

La Fontaine — Deuze contes nouveaux. (A. B. Co.) 

Healy — Comedie classique. (A. B. Co.) 

Molière — Lavare, le bourgeois gentilhomme. (A. B. Co.) 

Eacine — Athalie. (H. & Co.) 

Madame Therese. (Ginn & Co.) 

Beference Books: 

James-Mole — French-English Dictionary. (Macmillan Co., 
Atlanta.) 



5é 

Report of the Committee of Twelve of the Modem Language 

Association. (Heath & Co., Atlanta.) 
Lectures Primoires — By E. Touty, Troisieme Edition. 
Comptoir General de la Librairie Francaise, 613 Royal St., 

New Orleans. 
Dixieme Livre de Grammaire — Claude Auge. 
Troisieme Livre de Grammaire — Claude Auge. 
The foregoing list is recommended for schools where teachers 
and pupils speak French. 

MATHEMATICS. 

ARITHMETIC. 

First Year (I)-5. Five Periods a Week. 
Texts: Nicholson's Grammar Sehool Arithmetic ; Brooks' 
New Mental Arithmetic. 

1. Brief review of percentage and applications bringing in 
new material. 

2. Powers and roots. 

3. Telling children certain historical facts connected with 
the development of the science of arithmetic secures interest that 
cannot be secured in any other way. 

4. For instance, in teaching that in a right triangle 
A2-}-B2=C- the class could be told that the Egyptians in the 
orientation of their temples, 2500 B. C, used a rope, ABCD, 
divided.by knots so that the lengths AB, BC, and CD were in 
the ratio 3 :4 :5. This rope could be made. 

5. Mensuration reviewed before taking up the work in thi3 
grade. 

6. The formulation and its use now predominate. 

7. Ability to recover the formula if lost should be insisted 
upon. 

8. Lead to the algebraic equation from the equation in 
arithmetic. 

9. At least half of the time allotted to arithmetic should be 
devoted to the solution of problems in the mental arithmetic 
by orai analysis. 



55. 

The following syllabus is based upon the recommendations of 
the American Mathematica! Society, formulated at a meeting 
of that body in September, 1902. Since that time these recom- 
mendations have been adopted by the College Entrance Exam- 
ination Board. 

ALGEBRA. 

First Year (II) -5 Second Year (I) (II) -5. 
Some points for consideration in the teaching of algebra : 

1. Show the relation of algebra to arithmetic. The simi- 
larity between the literal notation of algebra and the numerical 
notation of arithmetic shoiild be noticed. Whenever possible, 
problems in algebra shonld be proved by giving letters numer- 
ical values. Sudi accuracy will show the necessity for exact 
manipulation of signs, parentheses, brackets, braces, etc. Steady 
progress in the subject will result from the insistence on these 
points, 

2. The thorough understanding of every new step in the 
subject. The student should see clearly the reason for the pro- 
cess. Make baste slowly. 

3. Develop the new step by means of a typical example. 
Orai work consisting of simple data involving the principle. 
Drill. 

4. Assign home work to drill on the operations whose theory 
is understood, using problems other than those given in class. 
Insist on neatness anci accuracy. 

5. Selection of problems from interest, mensuration, prac- 
tical life, and the physical sciences. Have pupils offer problems. 

6. Mudi board work to enable teacher to see whether pupils 
have grasped the centrai idea. Avoid possibility of copying by 
having the weaker as well as the stronger student explain the 
process. 

7. Training, by Constant practice, to formulate and express 
deflnitions in clear, exact language. 



56 



FIRST YEAR. 



(Second half of the first high school year to second half of the 

secondyear.) 

To QUADRATICS. 

The four fundamental operations for rational algebraic ex- 
pressions ; factoring, determination of the highest common f aetor 
and lo west common multiple by factoring (avoid unnecessarily 
involved problems) ; fractions, including complex fractions, ra- 
tio and proportion (most of this work should take the form of 
the equation) ; linear equations, both numerical and literal, con- 
taining one or more unknown quantities ; problems depending on 
linear equations (see No. 5 under "Some points for considera- 
tion," etc.) ; radicals, including the extraction of the square 
root of polynomials and of numbers; exponents, including the 
fractional and negative. 

SECOND HALF OF SECOND YEAR. 
QuADRATICS;, BlNOMIAL ThEOREM, AND PrOGRESSIONS. 

Simple cases of equations with one or more unknown quan- 
tities that can be solved by the methods of linear or quadratic 
equations. Make practical applications from the outset. Have 
pupils make some of the problems. 

Problems depending upon quadratic equations. See note No. 
4 under "Some points for consideration, " etc. 

The binomial theorem for positive integrai exponents. 

The formulas for the nth term and the sum of the terms oF 
arithmetic and geometrie expressions, with applications. 

"Work in making graphs. 

PLANE GEOMETRY. 

Third high school year, 5 periods a week. 
Adopted Text: Wentworth's Piane Geometry. 

SUGGESTIONS. 

1. Show the relation to piane surfaces as treated in arith- 
metic. The necessity for using algebraic expressions. 



57 

2. Have pupils change the order of letters in figures to avoid 
memorizing the figures. Have occasionai recitations without 
proof written out. 

3. Correlate the subjeet with appropriate designs constructed 
in the subjeet of mechanical drawing. 

4. Have pupils memorize accurately the language of theo- 
rems and corollaries after understanding them. Keview these 
frequently. 

5. Wherever possible, have pupils make their own geometrie 
forms by cutting them out of pasteboard or ordinary paper. 
The use of such forms will serve as aids to get and to keep the 
image more clearly. 

CONTENT. 

The theorems and constructions of the text-book, including 
the general properties of piane rectilinear figures ; the circle and 
the measurement of angles; similar polygons; areas; regular 
polygons and the measurement of the circle. 

The solution of numerous originai exercises, including loci 
problems. As a rule, half of the year 's work should be placed on 
getting thoroughly the theorems, corollaries, and "originals" 
found in the first two books. 

Application to the mensuration of line and piane surfaces. 
Use problems in "earth measurements " and other practieal 
problems drawn from the student's environment of home and 
school. 

SOLID GEOMETRY, OR TRIGONOMETRY. 

SoLiD Geometry. 

Adopted Text: Wentworth's Solid Geometry. 

Theorems and constructions found in the adopted text-book, 
including the relations of planes and lines in space ; the proper- 
ties and measurements of prisms, pyramids, cylinders, and cones ; 
the sphere and spherical triangle! 

The solution of numerous originai exercises, including loci 
problems. Omit proofs of incommensurable cases in limits. 



58 

Applications to the mensuration of surfaees and solids. Use 
large slated globes for demonstration purposes and smaller slated 
globes for individuala in the class. Have students make their 
own models for other solids. 

Teigonometry. 

Adopted Text: Nicholson's Piane and Spherical Trigonome- 
try, with Tables. 

Defìnitions and relations of the six trigonometrie functions as 
ratios. Review of the right triangle in piane geometry. Circu- 
lar measurement of angles. 

The similarity between the theory and use of logarithms and 
exponents in algebra. 

Proofs of principal formulas, in particular for the sine, 
cosine, and tangent of the sum and diiference of two angles, and 
tangent of the sum and diiference of two angles, of the doublé 
angle and half the doublé angle, the product expressions for the 
sums or the difference of two sines or two cosines, etc. ; the 
transformation of trigonometrie expressions by means of these 
formulas. 

Solutions of trigonometrie equations of a simple charaeter. 

Reference Books. 

1. Young. The Teaching of Mathematics. 

Longmans, Green & Co., New York. 

2. Smith. The Teaching of Elementary Mathematics. 

The Macmillan Co., New York, 

3. De Morgan. On the Study and Difficulties of Mathematics, 

Open Court, Chicago. 

4. Castle. Manual of Practical Mathematics. 

The Macmillan Co., New York. 

5. Row. Geometrie Paper Folding. 

Open Court, Chicago. 

6. Report of American Mathematics Society, Sept., 1902. 

Mathematica! Gazette. (Can be ordered from Ba- 
ker, Taylor & Co.,, New York.) 



59' 

7. Report of the Committee of Ten. 

American Book Co., New York. 

8. Young and Jackson 's Algebra. 

D. Appleton & Co., Chicago. 

■ SCIENCES. 

BOTANY AND AGRICULTURE. 

Adopted Text: Andrew 's Botany Ali the Year Eound, and 
one of the four adopted books in Agricnlture. 

The'course covers the first year in the high school, fìve 
periods weekly. The topics and experiments selected should be 
the most typical. 

The method of keeping note-books, making observations, and 
performing experiments is similar to the method of laboratory 
work in the other inductive sciences. Each experiment will nat- 
urally submit to complete explanation under the four heads: 
(1) Object; (2) description of experiment and drawing of ap- 
paratus and plant or parts of plants; (3) results; (4) conclu- 
sion. 

The records made in the laboratory will furnish the basis for 
the complete notes to be written up afterwards. Teachers and 
pupils will find the loose-leafed note-book most convenient. It 
will permit any neeessary insertions and the teacher can keep 
the notes of ali pupils checked up to date. The work in drawing 
should be correlative with botany by having pupils make accu- 
rate graphic sketches of botanical forms. 

SUGGESTIVE FORM FOR WRITING OUT EXPERIMENTS. 

For a model experiment we may take the first one given by 
the author on page 15. 

Object: To determine whether or not leaves give off moisture. 

Method: ''Dry two self-sealing jars thoroughly, by holding 
them over a stove or a lighted lamp for a short time to prevent 
their 'sweating.' Place in one a freshly cut leafy sprig of any 
kind, leaving the other empty. Seal both jars and set them in the 
shade. Place beside them, but without covering of any kind, a 
twig similar to the one in the jar. Both twigs should have been 



60 

cut at the same time, and their cut euds covered with wax or 
vaseline, to prevent access of air. At the end of six or eight 
hours look to see if there is any moisture deposited on the inside 
of the jar. If there is none, set them both in a refrigerator or 
other cool place f or half an hour, and then examine them again." 

Besults: In the jar containing the leafy sprig there is a 
deposit of dew inside the glass, while there is none in the empty 
jar (or at least it is smaller). The leaves inside the jar are only 
moderately wilted, while those outside are very badly wilted and 
withered. 

Conclusion: (1) Moisture is evaporated from leaves. (2) 
The amount of moisture given off depends tipon the amount of 
moisture in the surrounding air, being less in the jar, where the 
air sooner becomes saturated than in the open air, where the 
breezes keep replacing the air continually, so that it has no 
opportunity to become loaded with moisture. 

The general principles of anatomy, morphology, physiology, 
and taxonomy of plants should emerge from the study of botany. 
It is not possible nor desirable to separate these divisions of the 
subject in the complete treatment of any one. 

In the study of the subject follow the order of plant develop- 
ment. Begin with "seeds and seedlings," page 87, completing 
Chapter IV, then go back to Chapter II and follow the order 
given in the hook except that Chapter III should follow Chapter 
VII or accompany it. 

The teacher will find that the different subdivisions of physi- 
ology are taken up in connection with the parts of the plant in 
which these phenomena are most apparent. Thus, for example, 
transp orati on, respiration, and photosynthesis are taken up in 
connection with the study of the leaf in Chapter II although 
ali these phenomena are found in ali green parts of ali green 
plants. 

Study modifications of parts of plants for special functions, 
the methods of propagation, dissemination, cross-poUination, etc. 

Some attention should be given to the classification of plants 
into families, genera, and species. Pupils should be led to recog- 



61 

nize the important groups of plants : Algae, fungi, lichens, bryo- 
phytes, pteriodophytes, gymnosperms, and angiosperms. 

Ten experimental dealings with an intensive study of the seed, 
root, shoot, bud, flower, and fruit constitute the minimum re- 
quirements, but no school is limited to this number. 

Small magnifiers, dissecting needles, foreeps, and sealpels are 
the most necessary parts of a student's outfit. A compound miero- 
scope and a more elaborate set of instruments are of use to the 
teacher and should be made use of in order to show the pupils 
some of the structures mentioned in the text. See pages 12 and 
13 in text for other appliances. 

Wherever possible, the student should be given field work in 
botany to accompany experiments made in boxes kept in the 
scliool room. To supplement the text, especially in the experi- 
niemal work, teaehers are referred to the detailed syllabus on 
agneultural botany. 

For an extended list of helpful reference books, see page 289 
and the pages following. 

1. Lloyd & Bigelow's The Teaehing of Biology, 

Longmans, Green & Co., New York, N. Y. 

2. Hodge's Nature Study and Life. 

Ginn & Co., Atlanta, Ga. 

3. Coulter's Text-Book of Botany for Secondary Schools. 

Appleton & Co., Chicago, 111. 

4. Strasburger, Noli, Schenk and Karsten's Text-Book of 
Botany. 

Macmillan & Co., New York, N. Y. 

5. Small 's Flora of the Southwestern United States. 

. J. K. Small (N. Y. Bot. Garden), New York, N. Y. 

6. Bergen 's Text-Book of Botany. 

Ginn & Co., Atlanta, Ga. 



62 

SUGGESTIVE EXPERIMENTS AND EXERCISES IN 

BOTANY. 

SEEDS. 

1. Testing the vitality of seeds. 2. Study of seed struc- 
ture: bean corn, cotton. 3. Testing seeds for starch, proteids, 
fats, and oils. 4. Proportion of liquids, gases, and solids in 
seeds. 5. Composition of starch. 

GEBMINATION. 

1, Time required for germination of different kinds of seeds. 
2. Germinating seeds give off CO2 and heat. 3. Pressure of 
gas in sprouting seed. 4. Amonnt of moisture requisite for 
germination. 5. Study of parts of germinating seed, 

SEEDLING. 

1. Seedling of monocotyledon and dicotyledon. 2. Direction 
and rate of plant growth; geotropism. 

ROOTS. 

1. Roots shun light and seek water. 2. Drainage aids plant 
growth. 3. Roots take up food in solution. 4. Osmosis and os- 
motic pressure. 5. Structure of various kinds of roots. 6. 
M'ethod of growth of roots. 7. Form and function of root hairs. 
8. Course of sap through roots. 

STEMS. 

1. The structure of various kinds of stems. 2. The course 
of sap through stems. 3. Percent of carbon in a tree. 4. Struc- 
ture and growth of buds. 5. Modes of branching. 6. Woody 
growth, function, and structure. 

LEAVES. 

X. Transpiration of leaves,. and study of stomata. 2. Leaves 
purify the atmosphere. 3. Heliotropism. 4. Photosynthesis, 
chlorophyll and starch. 5. Venation and leaf structure. 6. Ad- 
justment for light and air. 7. The parts of the leaf. 



63 



FLOWERS. 



1. The parts of the flower. 2. Comparison of typìcal flowers. 
3. Pollination. 4. Cross fertilization. 

PRUIT. 

1. The uses of the rind. 2. Examination and comparison of 
(a) ponle, (b) pepo, (e) berry, (d) drupe. ,3. Seed dispersal. 

ZOOLOGY, INCLUDING HUMAN PHYSIOLOGY. 

Text-Boohs: 

Herrick's Text-Book in General Zoology and Ritchie 's Human 
Physiology. 

Zoology. First Year, (I) -5. Physiology. Second Year (II)-5. 

The general principles of zoology shoùld be derived from the 
study of the typical animai families found in the locality of the 
school and neighborhood. Make an intensive study of the best 
and most available representative types peculiar to the locality. 
The choice of these types should be distributed among different 
classes of protozoa, porifera, coelenterata, annulata, echinoderms, 
Mollusca, insects, fishes, amphibia, reptiles, birds, and mammals. 
In nearly every instance where the example selected in the text 
is not available, it will not be difficult to find another specimen 
belonging to the same class. The type studied should become the 
basis for classifying ali forms belonging to the same family. 

Habits of life, adaptation to environment, and the economie 
value of different forms of animai life should be studied. 

There should be an intensive study of the physiology, includ- 
ing human physiology, of the types selected, involving the essen- 
tials of digestion, absorption, cireulation, respiration, secretion, 
excretion, nervous functiqn, and cell-metalbolism. The physiology 
of the lower forms of animai life will prepare the pupil for a 
better understanding of human physiology. 

At least half of the time devoted to the study of zoology should 
consist of practieal laboratory exercises. The note-books written 
up should contain outline drawings of the chief structures stud- 
ied and full explanations of the drawings and the experi- 



64 

ments made. The work in drawing for the second high school 
year is planned with special reference to aid the work in zoology. 
(.See syllabus in drawing for second high school year.) A 
minimum of fifteen exercises or experiments is required for the 
note-books to be submitted. Herrick's Laboratory Manual in 
Zoology is recommended to teachers as the guide-book for the 
laboratory work in zoology. The equipment in zoology is similar 
to the equipment in botany. See syllabus in botany. 

The course in physiology is intended to make the pupil 
familiar with the general physiology of the human body and to 
acquaint him especially with importance of proper food, cloth- 
ing, ventilation, and sanitation. 

Ten experiments taken from Brinkley's Physiology for High 
Schools, Overton's Advanced Physiology for High Schools, or 
some other text-book offering experiments in physiology are re- 
quired. 

REFERENCES. 

1. Lloyd & Bigelow's Teaching of Biology. 

Longmans, Green & Co., New York, N. Y. 

2. Brinkley's Physiology for High Schools. 

Ainsworth & Co., Chicago, 111. 

3. Herrick's Laboratory Manual in Zoology. 

American Book Co. Cincinnati, Ohio. 

4. Overton's Advanced Physiology for High Schools. 

American Book Co. Cincinnati, Ohio. 

MICROSCOPE. 

The microscope may be used in the study of root-hair, starch, 
stomata, and the structure of various minute parts of the plant, 
as well as in the examination of plant cells, algae, etc. 

SUGGESTIVE EXERCISES IN ZOOLOGY. 

1. The compound microscope. 2. One-celled animals. 3. 
Punctions of Organs. 4. Adaptation of organs. 5. How fish 
breathe. 6. A hen's egg. 7. Metamorphosis of mosquito, frog, 
butterfly. 8. Struggle for existence. 9. Comparison of speci- 
mens. 10. Circulation in frog's foot. 



65 



SPECIMENS FOR EXAMINATION. 



Amoeba. 

Paramecium 

Sponge 

Campanularian hydroid 

Sea anemone 

Jelly fisli 

Tapeworm 

Earthworm 

Starfish 

River nwissel 

Ciani 

Oyster 

Snail 

Sqnid 

Slug 

Crayfìsh 

Shrimp 

Crab 

Seorpion 

Cattle tiek 

Spider 

Tarantula 

Centipede 

Milliped 

Grasshopper 

Gabba gè butterfly. 

Cricket 

Cockroach 



Dragon fly 

Squash bug 

Moth 

Honsefly 

Mosquito 

Beetle 

Boll Weevil 

Bea 

Ant 

Wasp 

Corn weevil 

Cane borer 

Perch 

Catfish 

Frog 

Toad 

Salamander 

Lizard 

Carter snake 

Turtle 

English Sparrow 

Quali 

Pigeon 

Rabbit 

Rat 

Bat 

Squirrel 



SUGGESTIVE EXERCISES IN PHYSIOLOGY. 

BONES. 

1. Materials in bones. 2. Structure of bones. 3. Shape and 
function of bones. 4. Arches of foot and spine. 5. The skeleton, 
6. Articulation of bones. 



MUSCLES. 

1. Museular tissue. 2. Tendons and ligaments. 3. Use 
and attachment of muscles in a bird's leg. 4. Levers in the 
body. 



66 



FOOD, 

1. Oxidation and energy (Appendix). 2. Comparison nu- 
tritive value foods (Appendix). 3. Effect of bacteria on foods. 

DIGESTION. 

1. Why food must be digested. 2. Artifieial digestion. 3. 

Study of allimentary canal of an animai. 4. An emulsion. 5. 

Diffusion. 6. Action of the saliva and teeth. 7. Effect of 
alcohol. 

CIRCULATORY SYSTEM. 

1. Study of beef heart. 2. Microscopie examination of blood. 
3. Cireulation in frog's foot. 4. Plow of blood in blood vessels 
(p. 159). 5. Coagulation. 6. Diagram to show cireulation. 

RESPIRATORY SYSTEM. 

1. Structure of lungs (beef). 2. Capacity of lungs (chest ex- 
pansion). 3. Chemical changes in respiration (test). 4. Pi'in- 
ciples of ventilation. 5. Air capacity schoolroom. 

THE KIDNEYS, SKIN, AND BODY HEAT. 

1. The kidneys (animai). 2. The structure of the skin to 
perform its functions. 3. Body beat — clothing, exercise, per- 
spiration. 

NERVOUS SYSTEM. 

1. Study of brain (beef). 2. Spinai cord and nerve fibre. 
3. Reflex action. 

SPECIAL SENSES. 

1. — Structure of the eye. 2. Structure of the ears. 3. Taste 
on different parts of tongue. 4. Testing the senses for keenness 
and accuracy. 

ACCIDENTS AND DISEASES. 

1. Study of the pulse. 2. To revive a person apparently 
drowned. 3. Prevention of spread of disease germs. 4. Test 
purity of water. 5. The hookworm. 6. Tuberculosis. 

PHYSICS. 

Adopted Text-Booh; Gorton's Physics. 
The course in physics extends through the third or fourth 
year of the high school, five periods a week. At least two of 



m 

these periods should be doublé periods to be used for individuai 
■experiments. Two periods may profitaby be devoted to regular 
class-room recitation on assigned lessons and on results in labora- 
tory experiments. The equivalent of one period a week should 
"be given to experimental demonstrations by the instructor. Lan- 
tern slides mjay be used to good advantage in many of such dem- 
onstrations. 

SUGGESTIONS. 

OEIGINAL OBSERVATIONS. 

1. Each pupil should be required to keep a blank note-book 
in which to record ali originai observations at the Urne when they 
are taken. This hook should be used for no other purpose what- 
«oever. 

2. The pupil should be required to record ali originai obser- 
vations neatly, accurately and completely. A strict observance 
of this rule will save the pupil much time, trouble and annoyance 
in preparation of the written report. 

THE WRITTEN REPORT. 

The written report is, of course, based upon the record of 
the originai observations. It should be written in ink and incor- 
porated in a plain, loose-leafed note-book. Care should be taken 
le have the pupil write it in clear, correct, and concise English. 
Drawings and diagrams should be neatly and carefuUy made. 
Jdl observations and derived results should be tabulated when 
j)ossible. 

The report should contain the f oUowing : 

1. The name of the school in the upper left-hand corner of 
the page, the name of the pupil and the date of the experiment 
in the upper right-hand corner of the page and the heading and 
number of the experiment at the middle near the top of the page. 

The experiment should be carefuUy headed by one of the five 
general heads of experiments — ^heat, light, sound, mechanics, 
-electricity — and numbered under each head in the order the ex- 
periments are to oecur in the note-book. Thirty-fìve standard 
«experiments selected from the five general heads are required. 



68 

2. A clear and concise statement of tlie object of the experi- 
ment. 

3. Method of performing the experiment, including descrip- 
tion 01 apparatus used, and an explanation of drawing showing 
connections and arrangement of apparatus. 

4. Observations, computations, and results. 

5. Conclusions. 

The heading, object of the experiment, and method should be 
written on the left-hand page of the report. Observations, com- 
putations, results, and conclusions sliould be written out in full 
on the right-hand page. 

SUGGESTIVE FORM OF EXPERIMENT. 

High School Garland Latta 

Physics Laboratory. Aprii 26, 19lS.. 

Mechanics and Hydrostatics. 

Experiment 1. 

Ohject: The object of this experiment is to determine the- 
relation between the pressure and volume of a given mass of 
air at Constant temperature. 

Method: The apparatus used is shown in the accompanying 
drawing. It is a glass tube of uniform bore, bent in the form of 
the letter "U." It is provided with funnels at A and B. There 
is a stop-cock at a and one at the bottom of the U-tube. Mounted 
on the sanie board with the U-tube is a scale between the arms A 
and B. This scale reads to millimeters. A full description of 
this piece of apparatus may be found by referring to pages 149 
and 150 of Gorton's A High School Course in Physies. 

Leaving stop-cock "a" open, mercury was poured until some- 
convenient length of air column was obtained. The stop-cock 
was then closed, more mercury was added and the reading on< 
both A and B were taken. Continuing this process of adding 
mercury and taking readings, a suitable nuraber of readings were- 




d... 




fioy/e^ LaH Apparafus 



recorded. These are shown in 
the table of originai observa- 
tions. The barometer read- 
ing was carefully taken and 
recorded, also the reading o± 
stop-cock "a." The tempera- 
ture of the room was observed 
to remain Constant during the 
performance of the experi- 
ment. The lengths of the air 
column were obtained in each 
case by subtracting the corre- 
sponding reading of the mer- 
cury levels in arm "B" from 
the readings of the stop-cock 
"a." The bore of the tube 
being of uniform cross-sec- 
tion, the volume of air is 
equal to the length of the air 
column times the area of 
cross-section of the bore, a. 

The total pressure, express- 
ed in cm. of mercury, for any 
observation is equal to the ba- 
rometer reading plus the dif- 
ference of mercury levels for 
that observation. The actual 
unit pressure is equal to the 
total pressure expressed dn 
cm. of mercury, times ^the 
density of mercury, d. 

The difference of mercury 
levels is obtained by subtract- 
ing the reading of arm ''B" 
from the reading of arm 
"A." 

The (PxV) column is got- 
ten by multiplying the actual 
total pressure by the volume 
of air. 



BesvM: 



70 



Original Observations. 



Ob». No. 


Mercury Level in 
A Cnis. 


Mercury Levcl in 
B Cms. 


Obs. No. 


Mercary Level in 
A Cm.', 


Meicury l.evel ia 
B Cm». 


1 

2 
3 
4 
5 
6 


92.85 
97.85 
102.85 
108.85 
115.95 
120.85 


88.58 
89.17 
89.71 
90.27 
90.88 
91.31 


7 

8 

9 

10 

11 


127.85 
132.85 
139.85 
146.85 
154.85 


91.78 

92.12 
92.55 
92.90 
93.30 



Barometer Readmg^76.13. cms. Reading of stop-coek=100 



cms. 



COMPUTATIONS AND ReSULTS. 





Length 


Volume 


Diiìerence 


Total Pressure 


Aciual 






of Air 


of Air 


in Mercury 


in Cms. of 


Total Unit 


Px V 




Columii. 


Column. 


Levels. 


Mercury. 


Pressure. 




1 


11.42 


11.42a 


4.27 


80.40 


80.40d 


918.1680ad 


2 


10.83 


10.83a 


8.68 


84.81 


84.81d 


918.4923ad 


3 


10.29 


10.29a 


13.14 


89.27 


S9.27d 


918.5883ad 


4 


9.73 


9.73a 


18.58 


94.71 


94.71d 


921.5283ad 


5 


9.12 


9.12a 


25.07 


101.20 


101. 20d 


922.9440ad 


6 


8.69 


8.69a 


29.54 


105.67 


105. 67d 


918.2723ad 


7 


8.22 


8.22a 


36.07 


112.20 


112. 20d 


922.2840ad 


8 


7.88 


7.88a 


40.73 


116.86 


116. 86d 


920.7780ad 


9 


7.45 


7.45a 


47.30 


123.43 


123. 43d 


919.5535ad 


10 


7.10 


7.10a 


53.95 


130.08 


130.08d 


923.5680ad 


11 


6.70 


6.70a 


61.55 


137.68 


137. 68d 


922.4560ad 



Let a = area of cross-section of bore of U-tube, d = density 
of mercury. 

Conclusion: From the column marked (PxV) under the head 
"Computation and Results," it will be observed that, while the 
pressures times their corresponding volumes are not exactly Con- 
stant, they differ very little. The differences are no doubt due 
to errors of observation. They seem to justify the conclusion that 
the volume of a given mass of air at Constant temperature varies 
inversely as its pressure. Expressed mathematically, 
V : V : : P' : P, or PV, equals Cmst. 

This is known as Boyle 's Law. 

Curve Plotted: Each point of the curve is gotten in the fol- 
lowing manner : 

Go out along the horizontal axis until the reading of a eer- 
tain pressure is obtained ; from this point go up vertically until 
the point corresponding to the volume reading for this particu- 
lar observation is reached. Make a. fine dot at this point and 



71 

draw a small eircle around it. After ali the points are obtained, 
draw a smooth curve passing as nearly as possible through each 
point. 

The curve furnishes a complete history of the relation be- 
tween pressure and volume at any point within the limits of the 
experiment. That is, should it be desired to know the volume 
when the pressure is 1,000 mm., one has only to refer to the 
curve at the point where "P" is 1,000 and read the correspond- 
ing volume, which is in this case approximately 92.18 mm. 

Sixty experiments, selected from the five parts, heat, light, 
sound, electricity, and mechanics, are offered as suggestive. The 
thirty-five experiments reeiuired may be selected from this group, 
from another group equally comprehensive, or from the list sug- 
gested by the College Entrance Examination Board, Post Office 
sub-station No. 84, New York, N. Y. 

Note-books in any of the inductive sciences are not to be sub- 
mitted to the State Department of Education for approvai unless 
called for. 

LIST OF EXPERIMENTS IN PHYSICS. 

1. Experimental determination of II, 

2. Determination of the volume of a cylinder. 

3. Determination of the density of steel spheres. 

4. Density of air. 

5. Compressibility of air; Boyle's law. 

6. Lifting effect of water upon a body entirely immersed in it. 

7. Speeific gravity of a solid body that will sink in water. 

8. Speeific gravity of a block of wood by the use of a sinker. 

9. Weight of water displaced by a floating body. 

10. Speicific gravity by flotaition method. 

11. Speeific gravity of a liquid ; two methods. 

12. Use of manometers. 

13. Linear expansion of a solid. 

14. Testing of a mercury thermometer. 

15. Increase of pressure of a gas heated at Constant volume. 

16. Determination of the dew point. 

17. Increase of volume of gas heated at Constant pressure. 

18. Speeific heat of metals. 

19. Latent heat of melting. 



72 

20. Latent lieat of vaporization. 

21. Veloeity of sound in air. 

22. Number of vibrations of a tuning fork. 

23. Wave length of sound in air. 

24. Laws of reflection from. piane mirrors. 

25. Index of refraction of glass. 

26. Index of refraction of water. 

27. Path of a beam of light through a prism. 

28. Dispersion. 

29. Focal length of a converging lens. 

30. Image in a piane mirror. 

31. Conjugaite a foci of a lens. . 

32. Shape and size of a real image formed in a lens. 

33. Virtual image formed by a lens. 

34. Magnifying power of a simple lens. 

35. Use of a photometer. 

36. Lines of force near a bar magnet. 

37. Lines of force near a certain combination of horse-shoe ' 
magnets. 

38. Molecular nature of magnetism. 

39. Study of a single-fluid celi. 

40. Study of a two-fiuid celi. 

41. Lines of force about a galvanoscope. 

42. Magnetic effect of a current. 

43. Magnetic effect of a coil carrying a current. 

44. Electromotive force. 

45. Ohm's Law. 

46. Resistance of wires by substitution. 

47. Resistance by Wheatstone bridge. 

48. Battery resistance. 

49. Induced eurrents. 

50. Electrolysis and electroplating. 

51. Putting together tlie parts of a telegraph key and sounder, 

52. Putting together the parts of a small motor. 

53. Putting together the parts of a small generator. 

54. Elasticity; stretching. 

55. Elasticity ; bending ; effect of varying loads. 

56. Elasticity; bending; effect of varying dimensions. 

57. Resultant of two or more forces. 



73 

58. The principles of moments. 

59. The principles of work. 

60. The laws of the pendulum. 

61. Comparison of masses by aceeleration. 

EEFERENCES. 

1. Smith & Hall's Teaching of Chemistry and Physics. 

Longmans, Green & Co., New York, N. Y, 

2. Millikan and Gale's Laboratory Manual in Physics. 

Ginn & Co., Atlanta. 

3. Hoadley's Brief Course in Physics. 

American Book Co., Cincinnati, 0. 

4. Carhart & Chute's High School Physics. 

Allyn & Bacon, Chicago, 111. 

5. Hoadley's Laboratory Handbook. 

American Book Co., Cincinnati, 0. 

6. Cheston-Dean-Timmerman Laboratory Manual of Physics. 

American Book Co., Cincinnati, 0. 

CHEMISTRY. 

Text; Hessler & Smith 's Essentials of Chemistry. 

The course in chemistry provides for one year of work in the 
subject, the third or fourth year in the high school. Five regular 
periods are to he given to chemistry every week and two of these 
are to be doublé periods for individuai laboratory work. 

The three periods not devoted to individuai laboratory work 
are intended for reeitations based on laboratory work, on related 
portions of adopted text, and on demonstrations of experiments 
performed by instructor. The equivalent of at least one period 
a week should be given to experiments performed by instructor, 
Teachers of chemistry will find the handbook prepared by the 
authors of the adopted text very helpful in selecting appropriate 
experiments for class demonstrations. (See pages vi and vii of 
preface in adopted text.) Valuable suggestions in laboratory 
and class room instruction may be found in chapters iv and v 
of Smith & Hall's Teaching of Chemistry and Physics. 

The general form for writing out experiments in physics is 
suggested for guidance in the writing up of experiments in 
chemistry. 



74 

At least forty experiments selected from the laboratory ex- 
ercises comprising the latter portion of the adopted text are 
required. The ehoice and order of these experiments will he de- 
termined by the teacher. 

Most attention should be given to ehemical elements which 
are commonest and of most industriai significanee. (See sy Ila- 
bus on agricultural chemistrj'-. ) 

List of experiments based on report of the Committee on 
Chemistry of the ^Science Department of the National Educa- 
tional Association : 

General — • 

1. Composition of the atmosphere. 

2. Disassociation of mercurie oxide, and study of resulting 

products. 

3. Burning of magnesium, sodium, and potassium in air, and 

of iron in oxygen, with study of resulting products. 

4. Combination of substances produced in 3 with water, and 

study of results. 

5. Burning of sulphur and phosphorus in air ; study of prod- 

ucta. 

6. Combination of substances produced in 5 with water ; study 

of products. 

7. Treatment of substances resulting from 3 and 4 with hydro- 

ehloric acid, and examination of final products. 

Laws of Gas Volume and Vapor Tension — 

8. Boyle's Law. 

9. Charle's Law. 

10. Vapor tension as related to temperature. 

Common Elements and Cotnpounds — 

11. Preparation and study of oxygen. 

12. "Weight of a litre of oxygen under standard conditions. 

13. Preparation of hydrogen by action of sodium on water. 

Careful study of by-product. 

14. Preparation of hydrogen by zinc and acid. More thorough 

study of hydrogen in larger quantities. Study of by- 
product. 

15. Weight of a litre of hydrogen under standard conditions. 

(Optional for best students.) 



t5 

16. Proportion by weight in which hydrogen and oxygen unite. 

(Lecture demonstrations with eudiometer.) 

17. Proportion by weight in which hydrogen and oxygen com- 

bine. 

18. Study of boiling point, freezing point, action of litmus, and 

taste of substance, prodnced by combining oxygen and 
hydrogen. 

19. Electrolysis of water, resulting gases being accurately meas- 

ured and tested. 

20. Vapor density of water, conclusion as to formula for water. 

(Optional for best students.) 

21. Study of sodium, potassium, lithium, strontium, calcium, 

and barium compounds. 

22. Study of salts of cobalt, copper, nickel, manganese, chron- 

mium, iron. 

23. Study of compounds of aluminium, magnesium, and zinc. 

24. Tests for silver, lead, and bismuth in unknown mixtures of 

21, 22, and 23. 

25. Tests for mercury and arsenic in unknown mixtures of 21, 

22, 23, and 24. 

26. Preparation and study of chlorine gas. 

27. Weight of a litre of chlorine. 

28. Combustion of chlorine in hydrogen. 

29. Preparation of hydrochloric acid and study of products. 

30. Decomposition of hydrochloric acid gas by sodium amal- 

gam, and conclusions as to percentage composition. 
Avogadro's Law. 

31. Preparation and study of at least three chlorides. 

32. Preparation and study of bromine. 

33. Preparation of at least three bromides. 

34. Preparation and study of iodine. 

35. Preparation of at least three iodides. 

36. Comparative study of the chemism of chlorine, bromine, 

and iodine by mutuai displacement. 

37. Study of hydrofluoric acid and fluorides. 

38. Determination of the combining proportion of chlorine and 

zinc, and the atomic weight of zinc. 

39. Atomic weight of zinc from specific beat. Law of Dulong 

and Petit. 



76 

40. Atomic weight of Silver by displacement of zinc. 

41. Study of forms of snlplmr. 

42. Direct formation of sulphides. 

43. Study of sulphurous oxide. 

44. Preparation of smlphurous and sulphurie acids. 

45. Preparation of at least two snlphites and two correspond- 

ing sulphates. Comparative study of these. 

46. Decomposition of ammonium nitrate and study of nitrous 

oxide. 

47. To determine the composition of nitrous oxide. Gay-Lus- 

sac's Law. 

48. Preparation and study of nitric acid. 

49. Preparation of three nitrates in three different ways. 

50. Composition of gas formed by action of cold dilute nitric 

acid on copper. 

51. Composition of gas formed by union of nitric oxide and 

oxygen. 

52. Preparation of chromic anhydride, chromic acid, and potas- 

sium chromate. 

53. Changing potassium chromate to potassium bichromate and 

back again. Oxidation and reduction in solutions. 

54. Chromium as an acid-forming and as a base-forming ele- 

ment. Preparation of chromium sulphate. 

55. Preparation of ferrous and ferric salts. 

Carhon and Some Carhon Compounds. 

56. Product of burning charcoal. Tests. 

57. Test for presence of carbon in wood, paper, kerosene, coal 

gas, alcohol. 

58. Preparation of three carbonates. 

59. Solubility of carbonates in the presence of carbon dioxide. 

60. Effect of heat on suspension of carbonates in solution. 

61. Carbon dioxide from fermentation. 

62. Alcohol from fermentation. 

63. Preparation of ether by alcohol and sulphurie acid. 

64. Preparation of alkaline salts by fatty acids, or soap-making. 

REPERENCE BOOKS. 

1. Dobbin & "Walker. Chemical Theory for Beginners. 
Macmillan Co., Atlanta, Ga. 



77 

2. Lassar-Cohn. Chemistry of Daily Life. 

Lippineott Co., Philadelphia, Pa. 

3. McPherson & Henderson. Exercises in Chemistry. 

Ginn & Co., Atlanta, Ga. 

4. Smith & Hall. Teàching of Chemistry and Physics. 

Longmans, Green & Co., New York, N. Y". 

5. Van't Hoff. Physical Chemistry in the Service of the 

Sciences. 

University of Chicago Press, Chicago. 

GEOGRAPHY. 

FIRST HALF FIRST YEAR. 

Review Frye's Higher Geography. 

HISTORY. 

It is recognized that the study of history has not only a dis- 
ciplinary, but also a practical vaine, that it not only furnishes 
the student with facts which he will find nseful, but it gives Mm 
a storehouse of ideas and broadens his range of experience. It 
also helps to the understanding of present-day civilization and 
its problems by showing that they bave developed out of the 
past and it applies to them the experience of the past. The study 
of the history of one's people, country and institutions; not only 
assists to a solution of present problems, but it tends tn inculcate 
principles of enlightened patriotism, to prepare the student to 
comprehend public questions and fit him for the duties and re- 
sponsibilities of citizenship. A dose study of history in school 
and college will give to the student an acquaintance with prac- 
tical problems that can otherwise be gained only by long expe- 
rience in public affairs. It also furnishes material for other 
higher mental activity, and a basis for other studies, such as 
economics, politicai science, literature, etc. 

In the elementary school the pupil has made an acquaintance 
with some of the great characters and great events of history. 
In the high school the object of the history work is to give sys- 
tematic instruction over the general field of history, to show the 
relation between cause and effect in human affairs, to get from 
past experience lessons for the present. 



7S 

For best results the study of history in the high school should 
follow the chronological order. Consequently the course has been 
fixed as follows : 1. Ancient History. 2. Medieval and Modem 
History. 3. United States History. Ancient History deals with 
human society in its simplest forms; so also to a certain extent 
with Medigeval History. In these fields the student may acquire 
the historical attitnde of mind, the philosophical point of view 
before coming to the study of more recent and more controversial 
periods. "With the training in historical habits of thinking ac- 
quired from the study of the past the pupil is better prepared 
to deal in a broad and tolerant spirit with those more complex 
questions of modem history about which there may be stili more 
or less hónest difference of opinion. 

In every course the text-book should be used as the basis of 
the work in order that the pupil may get a connected account. 
But the old way of "hearing" a lesson repeated by heart from 
the text should be avoided. At every lesson there should be a 
short rapid quiz on the work assigned for the day or on the 
work already done. The text also furnishes material for class 
discussion; a topic such as "Greek Religion" may be assigned 
to the class to be traced through the text by the aid of the index ; 
frequent written recitations based upon the text may be required, 
and the pupils should be carefuUy trained in the making of 
topical outlines or analyses based upon the text. 

In addition to the work with the text, attention should also be 
given to historical geography and map work, coUateral reading, 
examination of historical pictures, etc. 

In the map work the pupil should be required to locate upon 
the map in the text ali the places mentioned in each day's lesson. 
"Wallmaps suited to the period are of value, and at least one 
historical atlas should be available. Historical charts are of 
more value than wall maps. From the outline maps, furnished 
in quantities by several publishers, the pupil may make com- 
pleted maps in colors. The physical basis of history is well illus- 
trated by relief maps. The following are good small atlases for 
school use: Dow, Atlas of European History (Holt, $1.50); 
Gardiner, Atlas of English History (Longmans, $1.50) ; Hart, 
Epoch Maps of the United States (Longmans, $0.25) ; Foster, 
Forty Maps of the United States (Historical Pub. Co., Topeka, 



79- 

Kans., $1.00). Good charts are published by Silver, Burdett & 
Co., Boston ; Historical Publishing Company, Topeka, Kans., and 
AtMnson, Mentzer & Grover, Chicago ($10.00 to $20.00 each). 
Eelief maps can be purchased from W. B. Harison, 59 Broadway, 
New York (5 to lOc eaeh), and Atkinson, Mentzer & Grover, 
and Atlas School Supply Company, Chicago ($15.00 each for 
large indestructible maps). Outline maps are sold by the Mc- 
Kinley Publishing Company, Philadelphia ; W. B. Harison, New 
York; Atkinson, Mentzer & Grover, Chicago, etc, price 14^ 
to 15c eaeh. The Census Bureau, "Washington, D. C. publishes 
(free as long as the supply lasts) a Statistical Atlas of the 
United States which is worth mudi to classes in industriai his- 
tory. 

Historical pictures can be used to illustrate the text work 
and make it more interesting. Pictures appeal to the mind 
through the eye; they stimulate the imagination — something 
necessary to historical studies; they furnish concrete illustra- 
tions, make more definite a period, event or character. They 
create an historical " atmosphere, " and in many ways serve as 
an index to the civilization of the past. Good pictures can be 
had at ali prices from one-fourth of a cent to several doUars 
«ach. Ali good texts have them. Loose prints can be used in 
class and later pasted in note-books or scrap-books or classifìed 
in envelopes. The best cheap prints can be had from the fol- 
lowing firms : G. P. Brown, Beverly, Mass. ; Perry Pictures 
Company, Malden, Mass. ; Cosmos Pictures Company, 296 Broad- 
way, New York; Bureau of University Travel (which has the 
best classification for history purposes) Boston; "W. B. Harison, 
59 Broadway, New York (has the best reproductions of ancient 
art). Wall pictures can be obtained from ali of the above and 
from the Chicago Art Education Company; Soule Art Com- 
pany, Boston (Bible pictures) ; American Tissot Company, New 
York (Tissot Bible pictures) ; Berlin Photographic Company, 
New York; A. W. Elson Company, Boston. Lantern slides can 
be secured from Underwood & Underwood, New York, and from 
many other comnanies. 

For giving life to historical studies extracts from "sources" 
are often useful. The teacher should possess a source hook on 
each field of history, whether the class uses source books or not. 



80 

The best ones are: Fling's Source Book of Greek History 
(Heath) ; Botsford's Story of Rome (Macmillan) ; Ogg's Source 
Book of Mediseval History (American Book Company) ; Rob- 
inson 's Readings in European History (Ginn) ; Kendall's Source 
Book of English History (Macmillan Company) ; Hart's Source 
Book of American History, and American History Told by Con- 
temporaries (Macmillan Company). In addition to these mùch 
other ''source" material is available. In the text-books a note 
on the end of each chapter refers to the "sources" for that 
chapter. 

In the study of history mudi written work should be insisted 
upon. To preserve this work use loose-leaf note-books. In the 
note-book may be gathered the topical outlines, analyses, sum- 
maries, extracts, quotations, lists of names and dates, etc, from 
the text and from library readings. Frequently "historical 
problems" should be propounded — questions based upon the 
text but whicli cannot be answered in the language of the text, 
and debates on historical questions may be written out. His- 
torical subjects should be chosen for English essay work and the 
papers preserved in the note-book. Loose pictures and maps can 
be used to illustrate the note-books. 

The object of the syllabus is to furnish a selection of the 
most important topics in each field of history, topics upon which 
the work of the pupil should be concentrated to the exclusion of 
minor details. In the time allotted, only the large subjects can 
be studied; if one is required to know ali the names and dates 
in Egyptian History there will be no time for any acquaintance 
with the splendid institutions of the later Roman Empire. With 
the syllabus as a guide, the text can be used as a mine from 
which Information is to be obtained. The teacher should insist 
on Constant comparisons of one period, character or interest 
with another, of the present with the past. In no other way 
can the full value of historical studies be secured. In order that 
the text work and reading may be properly digested and as- 
similated, the syllabus provides suggestions for map, picture 
and note-book work, as well as frequent reviews and "study 
problems. ' ' 



81 

Boohs on Methods: 

1. Boìirne, E. G., The TeacMng of History and Civics. 
(Longmans, Green & Co., New York City.) 

2. A History Syllabus for Secondary Schools. (D. C. Heath. 
& Co., Boston.) 

3. Report of the Comrnittee of Seven on History in Schools. 
(Macmillan Co., Atlanta, Ga.) 

4. Historical Sources in Schools. (Macmillan.) 

5. Johnson, H., History in the Elementary Schools. (Co- 
lumbia University Press, New York City.) 

SYLLABUS OF ANCIENT HISTORY. 

Text: Botsford's Ancient History. Five times a week. Sec- 
ond Year. 

The study of ancient history will give to the pupil a knowl- 
edge of the continuity of historical development, a fonndation 
for later studies, and a consciousness of our heritage from the 
past. In this period where controversies do not rage, the his- 
torical habits of thinking are best formed. Too much should 
not be demanded of the pupil: an acquaintance with the great 
characters of antiquity, a knowledge of the few great princi- 
ples evolved from the comparatively simple experiences of the 
dead nations, an understanding of the slow growth of civiliza- 
tion, of the relation of cause and effeet in human affairs — if this 
is fairly accomplished, the work is successful. 
Pictures: 

Pictures of the following subjeets can be obtained from the 
publishers named above : Tempie of Abydos, Philae, Edfu, 
Esne, Kom Ombo, Karnak; the pyramids and the sphinx; mum- 
mies and coffins; ancient writings and inscriptions ; Chaldean 
and Assyrian temples; Bible pictures; Apollo, Nike, Athene, 
Hermes, Psyche, Paris, JEnea, Sapho, Alexander, Venus, Vie- 
tory of Samothrace, Faun of Praxiteles, Sophocles, Demosthenes, . 
the Diseobolns, Laocoon, Penelope; Temples of Minerva, Jupiter, 
Theseus, Fcseidon, etc. ; Greek vase ; Homer, Aphrodite, the 
Acropolis, theatres, Parthenon, Agora at Athens, tomb of At- 
reus ; Areopagus, Solon ; Athenian men, women and children - 
sports and amusements in Greece, etc. ; Temples of Ceres, Venus,. 
Diana, Neptune, etc, in Italy; Roman ruins in Europe, Asia 



82 

and Africa; chariot, baths of Caracalla, Forum, Coliseura, 
Palaces of Caligula, the Csesars, etc. ; Pantheon, Tarpeian rock, 
arches of Titus, Constantine, etc; aqueducts' of Claudins, Ap- 
pian way, catacombs, Cassar, Cicero, Marcus Aurelius, Nero, 
Seneca, etc. ; dying gladiator, doves of Pliny ; Juno, Mars, Cu- 
pid, Minerva, Pomona, Roman matron, Mercury, Pompeii, Roman 
social and military life; Roman domestic and public architec- 
ture; Roman inscriptions, coins, writings, etc. ; tombs, coffins, 
and cinerary urns; theatres, basilicas, etc. 

Map Work: 

The foUowing subjects are suggested for map work in addi- 
ti on to those mentioned in the syllabus. They may be substi- 
tuted for those or worked on in atlas form: (1) The Orient; 
(2) physical Greece; (3) earliest settlements in Greece; (4) 
Greek colonies, 750-500 B. C; (5) Persian invasions; (6) Ath- 
ens under Pericles; (7) Athenian Empire; (8) the Pelopon- 
nesian war; allies of Athens and Sparta; (9) campaigns and 
empire of Alexander; (10) geographical extent of Greek influ- 
ence; (11) physical Italy, with location of tribes; (12) Early 
Rome; (13) enemies of Rome in Italy; (14) expansion of 
Rome to 133 B. C. ; (15) possessions of Rome and Carthage in 
264 B. C. ; (16) Hannibal's route from Spain to Italy; (17) 
expansion of Rome 135 B. C. to 14 A. D. ; (18) City of Rome 
under the Emperors; (19) a Roman military camp — see West, 
Ancient History; (20) Roman Empire at its greatest extent; 
(21) Roman Empire under Diocletian — prefectures and dio- 
weses; (22) the dangerous frontiers; (23) routes of German in- 
vaders in the Roman Empire; (24) German States on Roman 
soil, 525 A. D. ; (25) expansion of the Frankish Empire to 
814 A. D. 

Beference Books: 

The foUowing list contains inexpensive books useful for 
library reading in connection with the text: 1. Dow's Atlas of 
European History (Heath). 2. Bury's History of Greece (Mac- 
millan). 3. Oman's History of Greece (Longmans). 4. Guer- 
ber's Myths of Greece and Rome (American Book Co.). 5. Plu- 
tarch's Lives. 6. Tarbell's History of Greek Art (Macmillan). 
7. Gulick's Life of the Ancient Greeks (Appleton). 8. Jebb's 



83 

Oreek Literature (American Book Co.). 9. Mahaffey's Survey of 
Oreek Civilization (Macmillan). 10. Dickinson's Greek View of 
Life (McClnre). 11. Mahaffey 's Old Greek Life (American Book 
Co.). 12. How and Leigh's History of Rome (Longmans). 13. 
Preston and Dodge's Private Life of the Romans (Sanborn). 
14. Thomas' Roman Life Under the Csesars (Putnam). 15. Wil- 
kins' Roman Antiqnities (American Book Co.). 16. Tighe's 
Development of the Roman Constitution (American Book Co.). 
17. Fairbanks' Mythology, of Greece and Rome (Appleton). 

ORIENTAL HISTORY. 
I. Egypt. 

1. The land, the Nile, the climate, 

2. Snmmary of the politicai history. 

3. The people : race, classes, occupations. 

4. Civilization: writing, literature, architecture, sciences, 
industries, religion. 

5. Important individuai : Khufu, Seti I, Rameses IL 

(a) Locate on the text map the places mentioned in the 

lesson. 

(b) Pictures: pyramids, temples, inscriptions, Sphinx, 

Karnak ; coffin and mnmmy ; see text pictures, and 
the Perry, Brown, and Cosmos prints. 
(e) Reading: see text, p. 14. The time for reading wiU 
be limited. FoUow the readings suggested in the 
text. 
II. Empires of the Tigkis and Euphrates Valleys. 

1. The land, the two rivers, the climate. 

2. The people: mixed races, character, occupations. 

3. Politicai history of Chaldea-Assyria. 

4. Civilization: government, literature, religion, architect- 
ure, science. 

THE SYRIANS 

5. The Phoenicians : their commerce ; the alphabet ; spread 
of civilization. 

6. The Hebrews : origin, politicai history ; religion and lit- 

erature. 



84 

(a) Map work: Locate the places mentioned in the text^ 
Note on the map (p. 2) the location of Syria on the- 
road between the great empires ; and the good loca- 
tion of Tyre and Sidon for commercial pnrposes. 

(b) Pictures: See the text pictures; Brown and Perry 
pictu-res of Palestine ; Wilde's Bible Pictures ; Tissot's. 
Bible pictures. 

III. The Medes and the Persians. 

1. The Great Kings : Cyrus, Cambyses, Darius, Xerxes. 

2. The politicai organization of Persia. 

3. Civilization : Architecture, religion, morals. 

THE PAR EAST. 

5. India : people, caste system, religion. 

6. China : people, literature, religion, philosophy. 

(a) Map work: Make a map (by tracing or by fiUing ia 
an outline map), showing the countries studied. At. 
tach it to the note-book. 

(b) Pictures: See the text pictures. Explain each. 

IV. Review. Study Problems. 
1. What is civilization? 2. Make a list of Orientai contri- 
butions to later civilization. 3. Why do we not study the his- 
tory of uncivilized peoples? 4. How are the Persians related to- 
the French? to the English? 5. What bave the metals to do 
with civilization? 6. Name the several geographic conditions. 
Ihat influence Orientai history. 

Map work : Make a map- (by tracing, or by fiUing out an out- 
line map) on which is shown the countries studied' 
above. 

(a) Write out the answers to the above exercises in the- 
note-book. 

(b) Write in the note-book a topical outline of "The- 
Oriental Civilization. ' ' 

(e) The note-book may be illustrated by pasting in tracing- 
maps or compieteci outline maps made during the pre- 
ceding lessons. 



85 

HISTORY OF GREECE. 
V. The Geography of Greece. 

1. The position of Greece with respect to the Orient. 

2. The Mediterranean and the -^^gean. 

3. The location of the best harbors. 

4. The three divisions and the kind of people in each. 

5. Mpuntains, climate, products. 

6. Asiatic Greece : the islands. 

Map work: Study text maps (opposite p. 40 and p. 47) 
and other physical maps in connection with this chapter. The 
text pictures also illustrate the geography of the country. Ste- 
reographs are good. 

VI. Prehistoric Greece. 

1. Graduai development of the Greek religion. 

2. The gods and the heroes; other myths. Vaine of the 
myths. 

3. The people: races, location, myths of migration. 

4. Homer and the Trojan War. Value of the Homeric writ- 
ings. 

5. Prehistoric civilization : social life, industry, government. 
Map work: Find the places mentioned in the text, pages 

40, 47. 

Pictures : Pages 46, 48, 49 ; those in Ch. II, and the Brown, 
Perry, and Cosmos prints. The Bureau of University Travel 
prints are best for this period — pictures of Phaistas and Cnos- 
sas, the Lion Gate at Mycena?, gold ornaments. 

VII. EXPANSION OF HeLLAS. 

1. Colonization : causes, organization of a colony; relation 
to the mother state. 

2. Location of colonies : North, West, South. 

3. Results of colonization : 

(a) Map work: Make a map (based on the text and the 
maps on pp. 66 and 72), showing lonian colonies in 
red, Dorian in blue, others in yellow. 

(b) Pictures: Text pictures; prints — Perry, Brown, Cos- 
mos; classified prints in part 2 of Bureau of Uni- 
versity Travel catalogne. 



86 

(e) Note-book: Outline this subject: "Greek Coloniza- 
tion, its Causes, Extent, Greneral Character, and Re- 
sults." 

Vili. Early Greek Institutions. 

1. The city state. Compare it with the Persian Empire. 

2. The Amphictyones and the politicai leagues. 

3. The Oracles. 

(a) Map work: 1. Delian League and Delphie Amphic- 
tyony.' 2. On an outline map mark each place men- 
tioned in lesson. 

(b) Note-book work: 1. Outline chapter IV. 2. Paste 
maps and prints in note-book in proper place. 

IX. Review. Study Problems. 
1. Compare the surface features of Greece with those of the 
Orient. 2. Make a list of the ways in which geography influ- 
enced the Greeks. 3. Suppose the good harbors had been on the 
western coast, would the history of Greece have been differente 
4. Compare the life of the early Greeks (1) with the life of the 
English colonists in Virginia; (2) with the life of the North 
American Indians. 5. Was there more good than evil in the 
early Greek religion? 6. Differences between a Greek state and 
a modem state? 7. Describe "Life in the Homeric Age." 8. 
What Orientai influences do you find in early Greek history? 
9. "Why did the first colonists go to the East? Why did Greeks 
want to settle in . Italy, Sicily ? 10. Did the colonies or the 
mothér country advance more rapidly in civilization ? 11. How 
did the colonies benefit the mother country? 12. What was the 
relation of a colony to the mother state? 13. Show how the re- 
ligious leagues, the games, festivals, etc, helped to unite the 
Greeks politically? 

X. Athens from Kingship to Democracy. 

1. Transition from kingship to aristocracy. 

2. The lawgivers: Draco, Solon. 

3. The Constitution of Solon. ^ 

4. The tyrants : causes of tyranny ; good results. 

5. The Constitution of Cleisthenes; democracy. 



87 

(a) Pictures: Text pictures; prints from Bureau of Uni- 
versity Travel. 

(b) Note-book: Biographieal sketch of Draco, Solon, Pisi- 
stratus, or Cleisthenes. 

XI. Sparta and the Peloponnesian League. 

1. Classes of the people : Spartans; perioici; helots. 

2. The Spartan system of education (write in note-book). 
3.. The government and the army. 

4. The Peloponnesian League. 

INTELLECTUAL PROGRESS. 

5. Poetry, philosophy, art. 

(a) Pictures: Text, and prints of architectural subjects. 

(b) Map work: Compare the physical geography of 
Sparta with that of Athens ; locate ali the places 
mentioned on map, p. 103. 

XII. CONQUEST OF AsiATIC GrEECE. 

1. The lonian Greeks (for note-books). 

2. Croesus and Cyrus; Cambyses and Darius (one of these 
for the note-book). 

3. The lonian revolt. 

4. Persian pian to conquer European Greece. 

(a) Map work: Color an outline map (see pp. 116, 125) 
to show (1) the Persian Empire; (2) the Greek colo- 
nies in Asia Minor; (3) extent of the Ionie revolt. 

(b) Pictures: Persians (p. 132). Note the trousers. Why 
were the Greeks afraid of "trousered" people? 

XIII. War WITH Persia and Carthage. 

1. The invasion of 490 B. C. and the battle of Marathon. 

2. Leaders: Miltiades, Aristides, Themistocles. 

3. Invasion of Xerxes : Thermopylffi ; Arthemisium ; Ath- 
ens; Salamis; Platea; Mycale. 

4. Carthagenian invasion of Sicily. 

5. Results of these foreign wars. 

(a) Map work: Locate lines of march, battles, etc, -m 
an outline map ; study the small maps. 

(b) Pictures: Themistocles, Miltiades, Marathon. 



XIV. Keview. Study Problems. 
1. "What was the difference between a king and a tyrant? 
2. Wliich did the common people prefer, a tyranny or an oli- 
garchy (aristocracy) ? 8. Causes of strife about 628 B. C? 
4. What changes in the Athenian government took place between 
Solon and Cleisthenes? 5. Compare Solon with Draco; with 
Oylon; with Pisistratus; with Cleisthenes. 6. Compare the 
heliots with the hectemoroi. 7. Compare Sparta with Athens. 
8. Compare the training of Spartan youth with the training of 
modem youth. What was the object of the Spartan system? 
Of the modem educational system? 9. Differences in govern- 
ment between the Peloponnesian League and the United States? 
10. Was Sparta a democracy or an oligarehy ? Athens ? 11. 
Would you rather read Homer or Hesiod? Why? 12. Name 
and give examples of the early forms of poetry. 13. Select pic- 
tures to illustrate the three orders of architecture ? 14. Was 
ostracism a good or bad thing f or Athens ? 15. How have they 
improved from the Homeric age to about 500 B. C. in religion, 
government, art, etc. ? 16. Criticise the lonians. 17. Why did 
the Asiatie Greeks eonsider the Persian rule more oppressive 
than the Lydian rule had been? .18. Were the Persian heralds 
justly treated? 19. What city deserved most credit for the 
Greek victory over Persia ? 20. Make a list of the results of the 
Persian wars. 

XV. Leadership of Athens Under Cimon (479-467). 

1. Fortification of Athens. 

2. The Confederacy of Delos develops into the Athenian 
Empire. 

3. Revolts of allies; causes and results. 

4. lielations between Sparta and Athens. 

5. Politicai parties in Athens. 

6. Paper: Cimon, Themistocles, Aristides. 

(a) Map work: On outline map color (1) Delian League; 
(2) allies added to make it the Delian Confederacy, 

(b) Pictures: Acropolis; wall of Athens; trireme. 

XVI. Athens Under Periqles. 

1. The extent of the Athenian Empire. 

2. Relations with neighbors and allies. 



89 

3. Government by Athenian democracy. 

4. The civilization : art ; literature ; education ; social lif e ; 
politics. 

5. Paper: Art in the Age of Pericles. 

(a) Map work: (1) Athenian Empire; (2) pian of Ath- 
ens. 

(b) Pietures: Parthenon views: Acropolis; temples on 
the Acropolis. 

XVII-XVIII. The Peloponnesian War. 

1. Causes of the war; resources of Athens and Sparta. 

2. Character and chief events of the war. 

3. The leaders on each side. 

4. The Sicilian expedition. 

5. Politicai troubles in Athens. 

6. Causes of the downfall of Athens. 

7. Results of the war. 

THE NEW LEARNING. 

8. The sophists. 

9. The dramatists. 

(a) Map work: (1) Athens and her allies; Sparta and 
her allies ; (2) the Syracnsan campaign; (3) locate 
each place mentioned in Chapters XI and XII. 

XIX. Review Study Problems. 
1. Read Chapter XVII and study the pietures and the map. 
This chapter is of slight importanee. 2. Is Themistocles to bo 
blamed for the trick played about the walls of Athens ? 3. Was 
Athens justified in holding the Confederacy together by force? 
4 "What benefits did the allies enjoy? 5. Write a history of the 
Areopagus. 6. "Why could Athens build up a maritime empire 
more successfuUy than a land empire? 7. Compare the Athe- 
nian democracy with that of an American state. 8. "Why was 
the art, literature, and philosophy of Athens superior to that 
of other Greek states of this time? 9. Vaine of the Greck 
theatre? 10 Make an outline of the causes of the Peloponnesian 
war. 11. What principles were at issue? 12. "Which side stood 
for the better things? 13. Compare Pericles with Cleon. 14. 
Your estimate of Alcibiades. 15. An outline of the Peloponne- 
sian war. 



90 

XX. Hegemony op Sparta. 

1. Imperiai policy of Sparta; deearchies, etc. 

2. Foreign wars. 

3. Persian interference in Greek affairs. 

4. E-ise of Thebes and defeat of Sparta. 

5. Why did Sparta fail? 

6. Paper: (1) The Deearchies; (2) the Theban army. 
(a) Map work: On outline map color red the territory 

éontroUed by Sparta. Locate ali places mentioned in 
Chapter XIV. 

XXI. The Supremact of Thebes. 

1. Policy of Epaminondas. 

2. "Why Thebes failed. 

3. Condition of Greece after the battle of Mantinea. 

4. Contrast the Spartan with the Athenian hegemony; with 
the Theban. 

5. Results of the civil wars. 

6. Outline: Life of Epaminondas. 

(a) Map work: Study map opposite p. 217 and explain 
each color. 

XXII. Rise op Macedon. 

1. The country and the people. 

2. Philip : character and training. 

3. Conquest of South Greece. 

4. Literature and art : Xenophon, Demosthenes, Plato ; the- 
atres. 

5. Paper : Demosthenes. 

Map work: Color on outline map (1) Macedon, red; (2) 
States conquered by Philip, blue. 

XXIII. Alexander the Great. 

1. Character of Alexander. 

2. His Asiatic conquests. 

3. Results of his work. 

4. Attempts at federai union. 

5. Spread of Greek civilization : Orient, Egypt. 

6. Outline : Career of Alexander, 

Map work: Alexander 's empire, showing his line of march, 
his battles, and cities founded by him. 



91 

XXIV. SuMMARY OF Greek Civilization. 

1. Religion and philosophy. 2. Education and physical 
training. 3. Position of women. 4. Social lifé. 5. Great lit- 
erature. 6. Sculpture and architecture. 7. Government: the 
city state. 8. Slavery. 9. Spread of Greek civilization : Orient; 
Egypt; Rome; influence on modem culture. 

Dickinson's Greek View of Life is good on the aì)Ove subjects. 

XXV. Review. Study Problems. 
1. "Why were Sparta and Thebes less successful than Athens 
in ruling other states? 2. "Was the treaty of Antalcidas a dis- 
grace te Greece? Who was responsible for it? 3. Did Greece 
gain anything from the Spartan or the Theban supremacy? 
4. Did the Greek states deserve to be left independent? 5. Why 
did Athens develop in civilization more rapidly than Macedon? 
6. Which was right, Philip or Demosthenes? 7. Should Greece 
have submitted to Macedon leadership? 8. Services of Alex- 
ander to civilization. 9. If Philip and Alexander had never 
lived, would the Greek civilization have been as widely spread? 
10. "Write a paper on the "Attempts at Federai Union," 11. 
Make a list of the contributions of the Greeks to later civilization. 

ROMAN HISTORY. 

XXVI. Italy: The Country and the People. 

1. The migrations into Italy. First settlers. The principal 
peoples. 

2. The Italian city state. Compare with the Greek city state. 

3. The schoolmasters of Rome : the Etruscans and the Greeks. 

4. Geographic conditions affecting early history. 

Map work: (1) Study the physical map of Italy; (2) 
locate on an outline map the most important tribes of 
Italy. 

Note-book: Outline— "The Greeks in Italy and Sicily." 
See index under Italy. 

XXVII, Prehistoric Rome. 

1. The myths and their vaine. 

2. The early Romans ; character, occupations, classes, family 
Ufe. 



92 

3. Government: family, curia, tribe, king, senate, assembly. 

4. Servian reforms in government. 

5. Religion' and morals. 

6. Why the kings were displaced. 

Map work : Map of the City of Eome, showing eaeh hill 

and the principal buildings. 
Note-book: Paper on "The Roman Family." 

XXVIII. Rome Supreme in Italy. 

1. Foreign wars and conquests. 

2. Issues : highland vs. lowland eivilization. 

3. Reorganization of the Roman army. 

4. Organization of new territory; colonies; roads; gov- 
ernment. 

5. What gave to Rome the victor? 

Map : Roman roads and colonies in Italy. 
Note-book: (1) Organization of the early republican army ; 
(2) Roman road-making. 

XXIX. The Struggle Between the Classes (500-264). 

1. The government after the monarchy was destroyed; con- 
suls; senate; two assemblies. 

2. Peculiarities of Roman assemblies. 

3. Grievances of the plebeians leading to the secession. 

4. The struggle for written laws and its results. 

5. The struggle for economie rights. "What was gained? 

6. The struggle for politicai rights. What was gained ? 

7. The classes during this period. 

Note-books: (1) The Decemvirs and the twelve tables; 
(2) make a list, with dates, of ali that the plebeians 
gained in this period. 

XXX. Review. StudyProblem (509-264 B. C.) 
1. Explain how the geography of Italy influenced Roman his- 
tory. 2. Why was eivilization slow in reaching Italy? 3. Had 
the best harbors of Italy been on the eastern coast, what differ- 
ence would this have made in the history of the country? 4. 
Compare early Italian institutions with early Greek institutions. 
5. How were the Greeks and the Italians related? 6. Trace on 
the map the growth of Rome under the kings. 7. Write an out- 



93 

line of "The Romans During the Regal Period." 8. Compare 
regal Rome with Homeric Greece. 9. What wars of the period 
509-264 belong to the conflict between the hills and the low- 
lands? 10. Trace the development of the Roman army to 264. 
11. Compare the colonies of Rome with those of Greece. 12. 
Compare the expansion of Rome in Italy with the expansion of 
the United States. 13. Was it better for the world that Rome 
conqnered the Samnites? 14. How did the change from mon- 
archy to republic affect (1) the magistrates, (2) the senate, (3) 
the people ? 15. "Which was the most popular assembly ? Why ? 
16. "What did the plebeians gain by the first secession ? 17. Com- 
pare the Twelve Tables with the early Greek codes. 18. Trace 
the growth of the power of the plebeians. 19. Compare a Roman 
with a Greek assembly ; with an American legislature. 20. How 
did our word "censorious" get its meaning? 21. Make a list of 
the magistrates of the republic with the duties of eaeh. 22. 
Changes in the plebeian class (509-264 B. C). 23. When the 
patricians were forced to give up an office to the plebeians how 
were the fruits of victory lessened? 24. Compare the Romans 
(before 264) with the Greeks as to character. 25. Complete un- 
finished maps that bave been passed over ; review ali pictures 
that will illustrate the history of this period. 

XXXI. Expansion Outside of Italy (264-133 B. C). 

1. The Punic wars; dates. 

2. Causes of the struggle with Carthage. 

3. The resources of Rome and Carthage compared, 

4. Character and chief events of the wars. 

5. Leaders: Regulars, Hamilcar, Hannibal, Fabius, the 
Scipios. 

6. Conquest of Greece by Rome. 

7. Territorial results of these wars. 

Map: (1) Expansion of Rome about the Mediterranean 
to 133; (2) route of Hannibal's invasion ; (3) mark 
the places where battles occurred. 

Note-book: Outline the life of one of the leaders men- 
tioned above. 



94 

XXXII. The Gkowth op Plutocracy (264-133 B. C). 

1. lioman rule in the provinces. 

2. Conditions in Eome and Italy after the Punic wars. 

3. The government in 133 B. C; senate; magistrates ; the 
assemblies. 

4. Fòreign influences on culture and morals. 

5. Scipio and Cato compared. 

Note-book: (1) Causes of the decay of Eoman character; 
(2) the Roman senate. 

XXXIII. The Beginning of the Revolution: the Gracchi, 
Marius and Sulla. 

1. Need of politicai and economie reform. 

2. Tiberius Gracchus and economie reform. 

3. Caius Gracchns and politicai reform. 

4. Why the Gracchi failed. 

5. Marius and the new army. 

6. The Italians gain Roman citizenship. 

7. Marius and Sulla. 

Map work: Study ali previous maps in the text. 
Note-book: (1) The Roman public lands; (2) the work 
of the Gracchi brothers. 

XXXIY-XXXV. The Fall of the Rbpublic: Pompey, 
Caesar, and Octavius. 

1. Pompey to 62 B. C. 

2. The conspiracy of Catiline; Cicero. 

3. The first triumvirate. 

4. Julius Cgesar in Gaul. 

5. Civil war. C^sar vs. Pompey. 

6. The government of Cassar; estimate of his work. 

7. Octavius (or Octavianus) becomes sole ruler. 

8. Roman civilization in the "Cieeronian age. " 

Map: (1) Color ali provinces added from 133 to 27 
B. C. ; (2) locate ali places mentioned in the lessori 

Note-book: Paper on Cicero, Pompey, Csesar's Army, 
Ceesar in Gaul, Anthony or Octavius. 



95 

XXXVI. Review. Study Problems (264-27 B. C.)- 

1, Compare Rome and Carthage. 2. Debate this question: 
"Was the policy of Rome in acquiring territory outside of Italy 
a wise one?" 3. How did the Romans get a navy? 4. The 
Carthaginians in Spain. 5. Describe Hannibal's invasion of 
Italy. 6. Wliy did he not conquer Rome? 7. Why did Rome 
interfere in the East ? "Why . did Rome destroy Corinth and 
Carthage? 8. How did Rome organize the territory conquered 
outside of Italy? 9. Compare the federai policy of Rome inside 
Italy with the imperiai policy outside. 10. Effects of the Ro- 
man conquests upon the Roman people. 11. Conditions making 
reform necessary. 12. Conditions making peaceful reform prae- 
tically impossible. 13. Describe each class of Rome about 133 
B. C. 14. Bad affects of giving free food to the populace. 15. 
How did the senate get such control of the Roman government? 
16. Compare Cato and Scipio Africanus. 17. Write a history 
of the peasant class to the death of Caius Gracchus. 18. Why 
did not the Gracchi rely upon legai methods of reform? "Were 
they justifìed? 19. What caused them to fall? 20. How does 
the Jugurthine war show the degradation of Roman character? 
21. Make an outline of the military organization from the regal 
period to the reforms of Marius. 22. Causes of the social war. 

23. Why did Rome become illiberal in extending the franchise? 

24. What permanent good eould be hoped for from the work of 
Marius or Sulla? 25. Prove that irom the time of the Gracchi 
conditions are tending toward monarchy. 26. What classes 
would profit by a monarchical government? 27. Wliat did Ma- 
rius, Sulla, Pompey, and Ca3sar each contribute to the devel- 
opment of a monarchy? 28. Suppose Caesar had not conquered 
Gaul — what then? 29. Was it better that Caesar, not Pompey, 
won? 30. Compare Caesar and Caius Gracchus as reformers. 
31. Why did the republie fall? 32. Why was a monarchy less 
oppressive to the empire than the rule of the aristocracy had 
been ? 

XXXVII. Tue Empire: The Julian Emperor 

(27 B. C- 41 A. D.) 

]. The dyarchy; the rule of two — the emperor and the senate. 

2. The task of the emperor; the frontiers; the provinces. 



96 

3. Authority and policy of Augustus. 

4. Public Works of Augustus. 

5. Literature of the Augustan age. 

6. The suecession ; Tiberius ; the position of the senate. 

Map work; Make a map of the Roman Empire in 14 A. D., 
marking the boundaries of each province and coloring red 
the frontiers that were dangerons. 
Note-book; Outline "Benefìts of the imperiai rule." 

XXXVIII. From Dyarchy to Monarchy; the Claudian and 

Flavian Emperors (41-96 A. D.) 
1. Claudius ; extends the franchise ; public works ; strengthens 
the monarchy. 

2. Nero ; Seneca ; the burning of Rome. 

3. Vespasian, Titus, and Domitian; the destruction of Jeru- 
salem ; public works ; destruction of Pompeii ; centralization of 
authority in the emperor. 

Map : Color the senatorial provinces red and the imperiai 
provinces blue. 

Note-book: (1) The destruction of Jerusalem : (2) Nero 
and the Christians. 

XXXIX. The Five Good Emperors: the Limited Monarchy 

(96-180 A. D.) 

1. Why called the "good emperors." 

2. Additions to the empire : Dacia ; the East. 

3. Administration of Tra Jan. 

4. Administration of Hadrian. 

5. Administration of Marcus Aurelius. 

6. The early Christians. 

7. Public works of the period ; architecture ; sculpture. 

8. Literature: the "Silver age." 

Map: (1) Mark the additions to the empire made under 
the "Good Emperor"; (2) the fortifications of Had- 
rian. 
Note-book: (1) Marcus Aurelius; (2) the early Christians. 

XL. Review. Study Problems (27 B. C.-180 A. D.) 

1. What classes lost and what gained by the establishment of 
the new monarchy? 2. Compare the government of Augustus 



97 

with that of Ca?sar. 3. Why was suicide common at this period? 
4. Compare the public works of Rome with those of Greece. 
Which were the more useful? 5. What republican forms and 
institutions survived under Augustus'? 6. Why was the senate 
unfriendly to the emperor? 7. "Were the provinces batter gov- 
erned under the republic or under the empire? 8. How did 
Rome benefit the countries she conquered? 9. Were the advan- 
tages of Roman rule greater than the disadvantages ? 10. Why 
did the emperors not continue to expand the Roman Empire? 
11. Write a history of slavery to the time of Nero. 12. Show 
how the provincials became more influential in Roman affairs. 
13. Outline the history of the extension of the citizenship. 14. 
Explain this: "Like their god Janus, the Roman emperors bave 
a doublé face." 15. Prove that Rome improved morally between 
the time of the Gracchi and the time of Marcus Aurelius. 16. 
Can you account for the fact that the good emperors most se- 
verely persecuted the Christians? 17. What frontiers were in 
danger? 18. If you had been a provincial which would you 
bave preferred, the empire or the republic? Why? 19. Why 
were the Christians so disliked? 20. Compare the imperiai au- 
thority under Marcus Aurelius with that under Augustus. 21. 
Write a paper on Roman architecture. 22. Write a paper on 
Roman sculpture. 

XLI. A Century of Revolution: the Barrack Emperors 

(180-284 A. D.) 

1. Causes : lack of law of succession ; reliance upon the army ; 
the Pretorian Guard. 

2. Ceptimus Severus and Caracalia : administration ; the 
jurists; extension of the franchise; taxation, 

3. The "Thirty Tyrants;" the barbarian invasions. 

4. Aurelian restores order. 

5. Loss of territory and prestige; significance of the build- 
ing of walls. 

Map work: Mark on an outline map (1) ali places men- 
tioned; (2) territory lost by the Roman emperor.before 
Aurelian. 

Note-book: Outline (1) causes of the decline of the Roman 
Empire ; the Pretorian Guard. 



98 

XLII. From Dioqletian to Constantine: Assolute Mon- 
ARCHY (284-337 A. D.) 

1. Reorganization of the empire under Diocletian: the four 
rulers and their duties. 

2. Constantine and the removal of the capitol. Significanee 
of this removal. 

3. Christianity, a state religion. 

4. Canses of the deeline of E-ome. 

5. The decline of culture. 

Map work : Map of the Roman Empire, showing the pre- 

fèetures and dioceses about 305. 
Note-book: (1) Constantinople ; (2) Constantine; (3) 

Diocletian; (4) the rise of Christianity. 

XLIII. The Baebarian Invasion and the Fall of the "West- 
ern Empire (337-475 A. D.) 

1. Julian the apostate ; Theodosius. 

2. The Germans; eharacter; eivilization ; tribes. 

3. Germans come into empire (1) gradually and peaeefuUy, 
(2) hostile invasions. 

4. Alarle, Stilicho, Gaiseric, Attila. 

5. The end of the empire of the west. 

6. "Why the empire "fell." 

Map work : (1) Locate the German tribes in their originai 
homes ; (2) show their lines of march in the Roman Em- 
pire; (3) the places where they settled. 

Note-book: (1) The early Germans; (2) Julian the 
apostate; (3) a German invasion. 

XLIV. The Bararian States. 

1. Condition of Europe about 476. 

2. The barbarian kingdoms; government; the two peoples; 
religion. 

3. Influence of Rome upon the barbarians. 

4. Results of the invasions ; religion ; fusion of peoples ; bar- 
bariam codes of law. 

Map: The German states about 525. 
Note-book: (1) Theodoric; (2) Arianism. 



99 

XLV, The Eastern Empire; Charlemagne's Empire. 

1. Justinian ; the civil law ; bis wars. 

2. Lombards; Anglo-Saxons. 

3. The Franks and the Pope ; the Mohammedans. 

4. Charleniagne 's Empire. 

Map: (1) Charlemagne's Empire; (2) the Eastern Em- 
pire of Justinian 's time. 

Note-book: (1) The Roman law; (2) the Pope; (3) Char- 
lemagne; (4) Mohammed; (5) iconoclastie controversy. 

XLVI. Private and Social Life op the Romans. 

1. The family. 

2. The Roman house and furniture. 

3. Slaves, freedmen, clients. 

4. Social life and amusements. 

5. Religion ; pagan and other religions. 

6. Oeeupations. 

7. Morals and manners. 

8. Death; funeral customs. 

9. Roman schools and education. 

10. Dress and ornament. 

11. Food and drink. 

Pictures: Review ali that can be had. 

Note-book: Expand the above outline in the note-book. 

(Read Preston and Dodge's Private Life of the Ro- 

mans.) 

XLVII, Summary op Ancient Histoey. 

1. The three fìelds of ancient history : the Orient, Greeee and 
Rome. 

2. Principal divisions of each field ; principal dates. 

3. The task of the Orient. 

4. The civilization of Greeee and its influence on later times. 

5. The mission of Rome. 

6. Influence of the ancient civilizations upon modem culture ; 
religion; art; government; social customs; literature; inven- 
tions; Sciences; industry; intellectual and moral ideals; law, etc. 



100 

XLVIII. Eeview. Study Problems. (180-800 A. D.) 
1. Elements of weakness in the empire before Commodus. 
2. New causes of decline 180-284. 3, Account for the great in- 
fluence of the armies. 4. Why were the frontier walls ''monu- 
ments of the weakness and decay of Rome?" 5. Compare the 
Revolution, 133-27 B. C, with the revolution 180-284 A. D. 6. 
Can you justify the despotism of Diocletian 1 7. Why was a new 
capitol necessary? 8. Why was Christianity made a state re- 
ligion ? 9. ShoAV that the Christian ehurch was organized like the 
Roman empire. 10. Show that the Germans and Christians 
weakened the empire. 11. Explain: "The empire was a great 
tax collecting and barbarian fighting machine." 12. Why did 
the eastern part of the empire stand so much longer than the 
western? 13. Why did the Grreeks and Romans become civilized 
before the Germans? 14. Compare the early Germans with the 
early Greeks and Romans. 15. Relations of the Germans and 
Romans from Marius to 376 A. D. 16. Origin of the word 
"vandalism." 17. Causes of the "fall of the W^estern Empire." 
18. Would the people of the time notice the "fall" of Rome? 
Why? 19. What did the Germans get from the Romans? 20. 
Why is the period 400-800 called "the Dark Ages?" 21. Prove 
that the Germans were not hostile to the Roman civilization. 
22. Why did the Ostrogoths and the Vandals fall ? 23. Prove 
that Constantinople was the "bulwark of Europe." 24. Whicb 
battle was the most importanti Marathon, Salamis, Metaurus, 
Actium, Adranople, Chalons, or Tours? 25. Was Charlemagne 
a Roman emperor? 26. Compare the empire of Charlemagne 
with the empire of Diocletian. 27. Who do you think was the 
most important character of Roman history ? 

SYLLABUS OF MEDIAEVAL AND MODERN EUROPEAN 
HISTORY, 800-1905 A. D. 

Text: Myers' Medieval and Modem History. Three times a. 
week. Third year. 

The field of Mediaeval and Modem History is a vast and 
complex one. Only the most important subjects can be taught. 
In teaching the middle ages, emphasize its transitional character 
and its few great institutions ; show how it is related to the- 



101 

classical past, and liow it broadens into modem times; study 
the Germans, the Church, the Universities, feudalism and chiv- 
alry; center the work around these large topics; make it plain 
that national life hardly existed. In this period pictures are 
specially useful in aiding to an understanding of the time. In 
modem history note the change of ideas and ideals, the influ- 
ence of great inventions, the rise of modem states, the develop- 
ment of international relations, the increasing complexity of 
social and industriai conditions, the expansion of the civilized 
world, the spread of intelligence, and the progress of democraey. 
Constant comparison should he made with frequent reference 
to earlier periods. 

Both teacher and pupil will find Leadbetter's "Outlines and 
Studies" (published by Ginn & Co.) a useful compani on to the 
text, which it was designed to accompany. The syllabus is 
to a considerable extent based upon it. Map work is indicated 
in the syllabus. The Outline Atlases of McKinley or of Atkin- 
son, Mentzer and Grover (free copy to teachers), will be good 
guides for this work. Much pictorial material is available. See 
the references to map and pieture work in the Ancient History 
syUabus. The student 's note-book should contain the reports made 
on the topics suggested at the end of each chapter, and either 
a topical outline of each chapter or the review work written out 
in full. 

REFERENCE LIST. 

Robinson, History of Western Europe (Ginn & Co.). 

Cheyney, Social and Industriai History of Engiand (Mac- 
millan). 

Emerson, Mediasval Europe (Ginn), 

Robinson, Readings in European History (Ginn). 

Green, Short History of the English People (Harper). 

Mathews, The French Revolution (Longmans). 

Lowell, Governments and Parties in Continental Europe 
(Houghton). 

Bateson, Mediseval Engiand (Putnam). 
McCabe, Abelard (Putnam). 
Johnston, Napoleon (Scribner). 



102 

MEDIAEVAL AND MODERN HISTORY. 
I. General Introduction. 

1. Periods of European History (476-1900). 

2. Meaning of "Fall of Rome." 

3. The chief factors in European civilization : the classica!, 

the Christian chureh, the Germanie races. 
Map work : Review the maps of the later Roman Empire ; 

the Barbarian Invasions. 
Note-book: A description of Europe about 500 A. D. 

II. Review. 

1. Greek contributions to civilizations (Review). 

2. Latin contributions to civilization (Review). 

3. The Christian Chureh in the Roman Empire (Review). 

4. The Teutonic Races (Review). 

III. The German States on Roman Soil. 

1. The principal invading tribes and their places of settle- 

ment. 

2. Relations between German rulers and Roman subjects. 

3. Reasons for the special importance of the Franks, the Lom- 
bards and the Anglo-Saxons. 

Map : The German states about 500 A. D. 

Note-book: One of the topics for reports on page 13. 
Hereafter take subjects for topical reports from the list 
given at the end of each chapter of the text. In add^- 
tion to the topical work the note-book should contain an 
outline analysis of each chapter 

IV. The Church. 

1. Christian Church after the fall of the Western Empire. 

2. The conversion of the Teutonic invaders. 

3. Influence of paganism upon Christianity. 

4. The monastic orders and their services to civilization. 

5. The Papacy and the church organization in the Middle 

Ages. 
Map : Pepin's Gift to the Pope. 



103 

V, FusiON OF Latin and Teuton. 

1. Absorption of the Teutons by the Latins and the rise of 

Romance nations. 

2. The development of Romance languages. 
8. The Teutonic legai customs. 

4. The infliience of Roman law. 

VI- VII. Review Topics and Questions. 
1. Give some examples of the influence of the physical fea- 
tures of Europe upon its history. 2. Why is the expression 
"Fall of Rome" misleading? 3. Name the special virtues of the 
Teutons. 4. Compare the German barbarians witli the North 
American Indians. 5. Picture the march of the Visigoths from 
the Danube to Spain. 6. Which of the barbarian chiefs showed 
the most kingly qualities? 7. Account for the success of the 
Franks. 8. Prove that Clovis was a great leader. 9. Which was 
"the one purely German nation" that rose upon the wreck of 
Rome ? 10. Debate this : Whether it was better for civilization 
that the Germans broke up the Roman Empire. 11. Who has 
been called the "John Eliot of the Germans," and for what rea- 
son? 12. Of what politicai importance to the Franks and the 
Angles was their conversion to the orthodox Catholic faith? 
13. Discuss this: "The missionaries from Ireland laid the cor- 
nerstone of Western civilization on the Continent." 14. Account 
for the rapid spread of monasticism. 15. Estimate the good work 
of the monasteries. 16. In what M^ays did the organization of the 
Church resemble that of the old Roman Empire? 17. Describe 
the conditions which led the church to assume many functions of 
civil government. 18. Summarize the German additions to the 
ancient civilization. 19. Compare the German conquest of Rome 
with the Roman conquest of Greece. 20. Why was Latin more 
easily corrupted in the German-Roman provinces than English is 
to-day by foreigners in the United States? 21. What advantages 
did Latin bave in its struggle with the Teutonic tongue? 22. 
Prove that the German laws were cruder than the Roman laws. 
23. What German institution was the germ of the modem legis- 
lature ? 



104 

Vili. The Eastern Empire. 

1. Justinian the lawgiver. 

2. The Corpus Juris Civilis. 

3. Services of the Eastern Empire to Western Civilization. 
Map : Eastern Empire about 550 A. D. 

IX. Rise op Mohammedism (622 — ). 

1. Arabia : the country and the people. 

2. The career of Mohammed. 

3. The Mohammedan doctrines. 

4. Expansion of Moslem power. 

5. The civilization of the Saracens: good and evil of their 

religion. 
Map : The Moslem power in 750. 

X. Charlemagne's Empire. 

1. The Franks and the Pope. 

2. Charlemagne as a man and as a ruler. 

3. The organization of the Empire. 

4. Decline of the Empire. 

Map : Mark the boundaries of Charlemagne 's Empire ; 
the boundaries of the three Kingdoms at the treaty of 
Verdun. 

XI. The Invasion of Northmen. 

1. Characteristics of the Northmen. 

2. Expansion and colonization. 

3. The Danes in England. 

4. Norsemen in France (Normandy). 
Map : Scandinavia in the ninth century. 

XII-XIII. Review Topics and Questione. 
1. What does Europe owe to the Eastern Empire ? 2. Prove 
that Belisarius was a great commander. 3. Explain this state- 
ment about Justinian: "A man of Slavonian birth, he ruled 
over a people who spoke Greek and caUed themselves Roman, 
to whom he issued a law hook which few of them could either 
l'ead or understand. ' ' 4. What parts of the world are stili under 
the influence of Roman law ? 5. How did the Roman law readh 
Louisiana? 6. Conditions which prepared the way for Moham- 



105 

med. 7. Account for the Christian and Jewish elements in tlie 
Moslem faith? 8. Why were the Mohammedans such fìerce 
fighters? 9. Compare the work of Boniface with the work of 
Mohammed. 10. "Why were the Mohammedans checked by the 
Christians more easily in the West than in the East? 11. Prove 
that Arab Spain was the most eulightened country of the time. 
12. The greatest deed of Charles Martel. 13. Why was the 
alliance of the Papacy with the Franks so important? 14. Was 
Charlemagne a Frenchman? 15. Make a list of the important 
things he did. 16. What special interest attaehes to the Stras- 
burg Oaths? 17. Reasons for the migration of the Northmen. 
18. Wliere did they settle ? 19. Good and bad results of the set- 
tlement of Northmen in France and in England. 

XIV-XV. Feudalism and Chivalry. 

1. The origin and meaning of feudalism. 

2. Its essential elements. 

3. Relation of lord and vassal. 

4. Feudal ceremonies. 

5. The condition óf the serfs. 

6. Result of feudalism. 

7. Relation of chivalry to feudalism. 

8. Its spirit and ideals. 

9. Its influence upon the manners and customs of the time. 

XVI. The Norman Conquest of England. 

1. Normandy : the place and the people. 

2. The extent of Norman power in Europe. 

3. William the Conqueror and the conquest of England. 

4. Norman rule in England and its results. 
Map : England, 1065 and 1066. 

XVII. The Emperors and the Popes (962-1122). 

1. Conflicting views as to the relations of Pope and Emperor. 

2. The restoration of the Empire and the Papacy. 

3. Gregory VII and Henry IV. 

4. Questions at issue and the result, 
Map : Holy Roman Empire, 1000 A. D. 



106 

XVIII. The Crusades. 

1. Causes of the Crusades. 

2. The principal Crusades. 

3. Crusaders' states in the Holy Land. 

4. Eesults of the Crusades. 

Map : Europe and the East, 1095 ; routes of the principal 
Crusades. 

XIX. Review Topics and Questions. 
1. What public need caused the development of feudalism? 

2. Explain: "No land without a lord, no lord without land." 

3. Show how benefices were "a sort of money." 4. Meaning of 
the word "vassal" in feudal days and now. 5. How did feudal- 
ism weaken the hold of the landlord and the power of the king ? 
6. Compare government under feudalism with that in Louisiana 
to-day. 7. Describe the cultivation of land by the serfs. 8. 
"What do you learn about Chivalry f rom Marmion and Ivanhoe ? 
9. Compare the tournaments with the games of the Greeks, with 
the gladitorial combats of the Romans. 10. In what countries 
did the Northmen (Normans) settle and where did they exert 
the most influence ? 11. Explain fuUy why William was able to 
defeat Harold. 12. What features of feudalism did William take 
care not to introduce into England? 13. What good did the 
Norman rule do England ? 14. What language did the Normans 
in England speak? the English? 15. Describe the "Bayeux 
tapestry." 16. Compare the claims to power of Henry IV with 
those of Gregory VII. In what respects do they conflict? 17. 
Show how feudalism made trouble between the state and the 
church. 18. The effect upon Germany of the investure struggie. 

19. Conditions in Asia which helped to cause the Crusades. 

20. How did the crusades result in strengthening the power of 
the king of France? In more self-government for the cities of 
England? 21. Find out the history of the horses of St. Marks. 
22. Compare the military religious orders with the monastic 
orders. 23. Significance of the Children's Crusade. 24. Com- 
pare the temper of the early Christians with that of the Cru- 
saders. 25. Make a list of the various motives that actuated the 
Crusaders. 



107 

XX. Churòh AND State (1122-1431). 

1. The Papacy at the height of its tempora! power. 

2. The Services of the Mendieant Orders. 

3. The "Babylonian Captivity" and its results. 

4. The great church councils and their results. 

XXI. The Mongol and Ottoman Invasion op Europe 
(1241-1453). 

1. The three invasions : (1) Germans, (2) Saracens, and (3) 

the Turks and Mongols. 

2. Results of the Mongol invasion of Slav territory. 

3. Results of the Turkish invasion of Southwestern Empire. 
Map : Eastern Europe, 1250 to 1464. 

XXII. The Mediaeval Towns. 

1. Causes of the development of towns. 

2. Industriai and commercial life. 

3. Mediaeval city organization. 

4. The Italian despots and the city republics. 

5. Services of the towns to civilization. 

Maps : The Hansa Towns ; Mediaeval Trade Routes. 

XXIII. Education and Learning During the Middle Ages. 

1. The rise and organization of the Universities. 

2. The subjeets of study. 

3. The methods of instruction. 

4. Mediseval student life. 

5. Scholasticism and the Schoolmen. 

6. The art of the Middle Ages. 

XXIV-XXV. Review Topics and Questions. 
1. State the questions at issue in the struggle between the 
kings and the popes during the late Middle Ages. 2. Account 
for the influence of the mendieant friars. 3. Effects of the re- 
moval of the papal seat to Avignon. 4. Causes and results of 
the Great Schism. 5. Review the text relating to the Church and 
explain each teehnical term, as : bull, interdict, benefit of clergy, 
etc. 6. Why was there so little town life in the early Middle 
Ages? 7. Why did the kings offer privileges to towns? 8. Com- 
pare the gild to the modem trade union and to the trust. 9. Prove 



108 

that the business metliods of the Middle Ages were unlike those of 
to-day. 10. Describe the development of a university. 11. What 
was the difference between a university and a college in the 
Middle Ages? to-day? 12. Explain: first, second and third 
estates. 

XXVI-XXYTI-XXVIII. The Growth of the English Nation 

TO 500. 

1. Decline of feudalism and the rise of national states. 

2. Saxou, Danish, and Norman England (Review). 

3. The Plantagenet period: (a) The six early Plantagenets ; 
(b) Administrative reforms; Magna Charta; (e) Rise of 
Parliament. 

4. The troubles with Scotland. 

5. The Hundred Years "War. 

6. The War of the Roses. 

7. English language and literature. 

Map : Englànd, 1154 to 1500 ; the Hundred Years War. 

Note : It is suggested that as much time as possible 
throughout the year be devoted to the history of Eng- 
land, at this point and at pages 334, 420, 480, 599, and 
669. Give extra topics and library work. 

XXIX-XXX. The Rise of Frange (987-1328). 

1. The Frankish state (Review), 

2. The rise of the Capet f amily ; the Valois line. 

3. The English influence in France. 

4. The struggle between the king and the feudal nobles. 

5. The Crusades. The Templars. 

6. The consolidation of the state. 

7. The French language ; troubadours ; trouveres. 
Map : France, 1180, 1328. 

XXXI. Spain and the Middle Ages. 

1. The Gothie and the Moorish invasion (Review). 

2. The Christian states and the Moorish wars. 

3. The Spanish Inquisition. 

4. Spanisi! language and literature. 
Map : Spain 1100, 1210, 1492. 



109 

XXXII-XXXIII. Germany and Italy in the Late Middle 
Ages (1000 — ). 

1. The Frankish Empire (Review). 

2. The revival of the Empire : Otto and the Hohenstaufens. 

3. The Emperors and the Popes (Review) : Results for Ger- 
many and Italy. 

4. Growth of towns in Germany and Italy. 

5. Why no national government in either state? 

6. German literature. 

7. Italian language and literature. 

Northern Europe. 

8. Rise of Russia. 

9. The Scandinavian states. 

XXXIV-XXXV. Review Topics and Questions. 
1. The English kings and the papacy. 2. What prevented 
absolute monarchy in Engiànd? 3. Compare Parliament and 
the estates general. 4. Edward I was called "the English Jus- 
tinian." Why? 5. Why was the Model Parliament so caUed? 
6. Debate this proposition: "Fortunately for England, she lost 
her French possessions. " 7. In what ways did the Hundred 
Years War help to end the Middle Ages ? 8. Obstacles in the way 
of the early French kings. 9. Bouvines was the "first modem 
battle." Explain. 10. What prevented the Estates General 
from becoming as important as Parliament? 11. Trace the his- 
tory of our Avord "Seigniorage." 12. Did the "Third Estate" 
mean "the people"? 13. Compare Moslem Spain with Christian 
Spain. 14. For what reason sh'ould Queen Isabella be mentioned 
in American history? 15. King Ferdinand was "the father of 
international politics. " Explain. 16. Why were the Spaniards 
cut of sympathy with other Europeans? 17. Evils of the con- 
nection of Germany and Italy. 18. Compare Otto and Charle- 
magne. 19. Evils of the elective system in Germany. 20. Trace 
to its origin our word "steelyards. " 21..Meaning of the double- 
headed eagle on the German flag of to-day. 22. Italy was but 
"a geographical expression." Explain. 23. Why did feudalism 
never gain a strong hold in Italy? 24. Italy was "an old man 
of the sea" upon the neck of Germany. Explain. 25. Compare 



no 

an Italian despot with an American city "boss." 26. How did 
the Tartar invasion aid civilization ? 27. Why did Constanti- 
nople hold out so long after the fall of the Western Empire? 
28. Why are the Turks allowed to remain in Europe? 

XXXVI-XXXVII-XXXYIII. The Renaissance. 

1. What was the Renaissance Movement? 

2. Conditions making possible the Italian Renaissance. 

3. The literary aspects of the Renaissance: the New Learn- 
ing; the Humanists; printing. 

4. Artistic revival ; painting ; sculpture ; architeeture. 

5. The geographical discoveries : the New World. 

6. Results, good and evil of the Renaissance. 

XXXIX. The Protestant Revolution and the Catholic Re- 

FORMATION. 

1. Nature and causes of the movement. 

2. The Humanists of Germany and England. 

3. Tetzel and indulgences. 

4. Martin Luther and the German revolution. 

5. Catholic reaction: Catholic reformation. 

6. Results of the Protestant Revolution and the Catholic 
Reformation. 

XL. Review Questione and Topics. 
1. Compare a man of the Middle Ages with a modem man. 
2. The Italians were "the first born among the sons of modem 
Europe." Explain. 3. Explain how the classics influenced the 
Renaissance. 4. Show how popes and civil rulers aided the 
Renaissance. 5. Compare the Renaissance in Italy with the 
Renaissance in Germany, in France. 6. Explain why the Renais- 
sance brought certain pagan infxuences. 7. Unsolved problems 
left by the Middle Ages for modem times. 8. Contributiona 
of the Middle Ages to civilization. 9. Trace the history of the 
jury system. 10. Compare the kingship in France with the king- 
ship in England. 11, What medìaeval institutions exist to-day? 

12. Conditions which forced the search for a new route to India. 

13. What had pepper to do with the diseovery of America? 
14.' Compare Toscanelli's map and Behaim's globe with a modem 



Ili 

map and globe. 15. Why were Spain and Portugal earlier 
than England and France in exploring and colonizing? 16. 
Show that the Protestant Revolution was a politicai and social 
as well as a religious movement. 17. Compare Luther with 
Erasmus, with Calvin. 18. Were the Protestants more tolerant 
than the Catholics? 19. Compare the peasant wars in England 
and France with the German peasant revolt. 

XLI. The Ascendancy op Spain. 

1. The Spanisi! power under Charles V. 

2. Charles V and the Protestant Revolution. 

3. Charles V and France. 

4. PhiJlip II : character and policy. 

5. Decline of Spain. 

Map : The Possessions of Charles V. 

XLII-XLIII. England Under the Tudors. 

1. England before the Tudors (Review). 

2. Henry VII founds a strong monarchy. 

3. Henry VIII and the breach with Rome. 

4. Edward VI and Radicai Protestantism. 

5. Mary and the Catholic reaetion. 

6. The reign of Elizabeth. 

7. Elizabethan literature. 

XLIV. The Rise op the Dutch Republic. 

1. The Netherlands: the country; the people. 

2. Revolt from Spain. 

3. William of Grange. 

4. Wars and independence. 

XLV, Review^ Topics and Questions. 
1. Meaning of "balance of power." 2. Causes of dispute 
between Francis I and Charles V. 3. Causes of the decline of 
Spain. 4. An estimate of Henry Vili. 5. Causes, immediate 
and remote, of the separation of the English from the Roman 
ehurch. 6. Prove that Elizabeth was a great ruler. 7. Make a 
list of the great men of her tinie. 8. Causes of the revolt of the 
Low Countries. 9. Compare William of Grange and George 
Washington. 



112 

XLVI. Èeligious Wars in Frange. 

1. The Protestant Revolution in France. 

2. Position of the Huguenots in the state. 

3. Religious wars and the Edict of Nantes. 

4. The reign of Henry TV. 

5. Richelieu and the Huguenots. 

XLVII. The Thirty Years War. 

1. Causes and general character of the war. 

2. The four periods of the war. 

3. The peace of Westphalia. 

4. Results of the Thirty, Years War. 

XLVIII. Review Topics. 
1. Causes of the growth of the Huguenots. 2. How did the 
Huguenots become a politicai party? 3. Character of the re- 
ligious wars in France. 4. Show that the independent politicai 
power of the Huguenots was dangerous to France. 5. Causes of 
the Thirty Years War. 6. Motives of the several combatants. 
7. Make a list of the results of the war. 

XLIX. The Age of Absolute Monarchy. 

1. The doctrine of the divine right of kings. 

2. The enlightened despots. 

Frange Under Louis XIV. 

1. France before Louis XIV (Review). 

2. Louis XIV: character and aims. 

3. The wars of Louis XIV. 

4. France in America. 

5. Court of Louis XIV. 

6. Causes of decline after Louis XIV. 

L-LI-LII. The Stuarts and the Politigal Revolution in 

England. 

1. The Tudor period (Review). 

2. James I and Parliament. 

3. Colonization in America. 

4. Charles I and Parliament. 

5. The Civil War. 



113 

6. The Commonwealth and the Protectorate. 

7. The Restoration; Charles II. 

8. Despotism of James II. 

9. The revolution of 1688. 

Map : England at the beginning of the Civil "Wars, show- 
ing territory held by the kìng and territory held by 
Parliament. 

LUI. Review Topics and Questions. 
1. Conditions which led many people to prefer absolutism. 
2, Compare the nobles of England with those of France. 3. 
Prove that Louis XIV was not as great as Henry IV, his grand- 
father. 4. Account for the weakness of the French colonies. 
5. Compare James I and Louis XIV. 6. What advantage as to 
power had a French king over an English king? 7. Can you 
justify the execution of Charles I? 8. Why did the Common- 
wealth and Protectorate fail? 9. Results of the Puritan Revolu- 
tion and the Revolution of 1688. 

LIV. Rise of Russia. 

1. Russia before Peter the Great (Review). 

2. Peter the Great: character and aims. 

3. War between Russia and Sweden. 

4. Catherine the Great. 

5. Expansion of Russia. 
Map : Rise of Russia. 

LV. Rise op Prussia. 

1 . The beginning of Prussia (Review) . 

2. The great Elector Frederick William. 
8. Unification and expansion of Prussia. 
4. Frederick the Great, enlightened despot. 

Map: Rise of Prussia. 

LVI-LVII. The Expansion of England. 

1. Queen Anne and the House of Hanover. 

2. The English expansion into America. 

3. Expansion into India. 

4. Conditions in Europe affecting the colonies. 

5. Growth of cabinet government. 



114 

6. Moral ref orm : Methodist movement ; slave trade abolislied, 
etc. 

7. The American Kevolution. 

8. The industriai revolution. 

Map : British Empire in 1713, 1765, and 1785. 

LYIII. Review Topics and Questions. 
1. What made Russia more Asiatic than European ? 2. Prove 
that Peter was a great ruler. 3. Prove that, judged by our 
standards, he was a bad man morally. 4. Why dìd he want "a 
window to the west"? 5. How did the Crusades influence 
Prussia? 6. Compare Frederick the Great with Louis XIV, 
with Peter the Great. 7. Criticise Frederick 's policy toward 
Maria Theresa. 8. Trace the development of English sea power. 
9. What enabled England to conquer the French colonies? 10. 
Was it bctter for civilization that the American colonies won 
their independence ? 11. Compare the English Cabinet with the 
American. 

LIX-LX. The French Revolution. 

1. The government of the benevolent despots ; their theories 
(Review). 

2. Conditions in France causing the Revolution. 

3. The Estates-General and the National Assembly (1789- 
1791) : The First French Constitution. 

4. The Legislative Assembly (1791-1792). 

5. The National Convention (1792-1795). 

6. The Terror (1793-1794). 

7. The Directory (1795-1799). 
Map : Europe in 1789. 

LXI-LXII. Napoleon. 
1 The Cohsulate (1799-1804). 

2. The eonstructive work of Napoleon. 

3. The French Empire (1804-1815). 

4. Napoleon 's wars. 

5. The Continental System. 

6. The national reaction against Napoleon. 

7. An estimate of Napoleon and bis work. 
Map : The French Empire, 1811. 



115 

LXIII. Review Topics. 
1. Prove that the Freneh people in 1789 were in no worse con- 
■dition than others. 2. Why did the Revolution begin in France? 
3. What countries felt the Revolution? 4. Account for Napo- 
leon's rapid rise. 7. Why did he sell Louisiana? 8. Explain 
why Napoleon failed. 9. What of his work has lasted? 10. Sura 
iip the results of the R£volution. 

LXIV. The Reaction: the Age of Metternich. 

1. The Restoration : Louis XVIII and Charles X. 

2. The Revolution of 1848 and the second republic. 

3. The second empire. 

4. The third republic, 

LXVI. England in the Nineteenth Century. 

1. Growth of Democracy. 

2. Remo vai of religious disabilities. 

3. The Irish question. 

4. Economie reform. 

Map : British Empire in 1905. 

LXVII. Review Topics and Questions. 
1. Prove that the Congress of Vienna was reactionary ; that 
it was unwise. 2. State the views of Metternich and compare them 
with those of Americans. 3. Compare Europe of 1815 with Eu- 
rope of 1905. 4. Why was France so long in settling down to a 
stable government ? 5. Compare the revolutions of 1830 and 1848 
with the revolution of 1789-1815. 6. England has been "a po- 
liticai model for Europe." Explain. 7. Why do we find re- 
form instead of revolution in England? 8. Make a list of Eng- 
lish reforms during the nineteenth century. 9. Why are there 
more Irish than English in America ? 

LXVIII. Spain in the Nineteenth Century. 

1. Spain during the Freneh revolution (Review.) 

2. The revolution of the Spanish colonies in America. 

3. The Holy Alliance and the Monroe Doctrine. 

4. The Spanish-American War, 1898. 

Map : The Spanish possessions, 1815, 1905. 



116 

LXIX. The Unification of Italy. 

1. Italy in 1815. 

2. Struggle against Austrian rule. 

3. The leadership of the House of Piedmont. 

4. The graduai unification of Italy. 

5. The Papacy and the Italian state. 

6. Italy of to-day. 

LXX. The Unification of Germany. 

1. Germany in 1815. 

2. The struggle for liberty and union, 1815-1848. 

3. Policy of William I and Bismarck. 

4. "Wars with Austria and France. 

5. Germany since 1871. 

LXXI. AUSTRIA-HUNGARY. 

1. Austria in the German Confederation (1815-1866). 

2. The Revolution of 1848. 

3. The War of 1866. 

, 4. The race question. 

Map : E-aces in Austria-Hungary. 

LXXII. Russia Since 1815. 

1. Alexander I. 

2. Policy of Nicholas I. 
8. The Polish question. 

4. The emancipation of the serfs. 

5. The Eastern question. 

6. Nihilism and absolutism. 

7. The War with Japan. 

Map : Russian Empire. 1900 ; Europe of to-day. 

LXXIII. Review Topics and Questione. 
1. Trace the development of Italian unity. 2. Meaning of 
"Italia farà da se"? 3. Compare Mazzini with Garibaldi, with> 
Cavour. 4. What is the "Roman Question"? 5. How did Ger- 
many become a Consolidated state? 6. Why did so many Ger- 
mans come to America, 1848-1852? 7. Compare Bismarck and* 
Cavour. 8. Compare the German government with the Ameri- 
can. 9. Reasons for Spain's backwardness in the nineteenthi 



117 

century. 10. How did Switzerland become a real state ? 11. In 
v\hat respects is Russia backward? Why? 12. What is "The 
Eastern Question"? Meaning of ''The Sick Man of Europe"? 
14. Are the Russians capable of self-government ? 

LXXIV-LXXVI. ExPANSiON of Europe in the Nineteenth 

Century. 

1. The revival of interest in eolonial expansion. 

2. The partition of Africa. 

3. England in America, Asia, Africa, Australia. 

4. France in Africa and Asia. 

5. Germany in Africa and Asia; China. 

6. Russian expansion to the East ; the trans-Siberian Railway. 

7. The expansion of the United States. 

8. Problems : China, Japan, the civilization of the advanced 

and backward races. 
Maps : Color a world map f or each eolonial empire. 

LXXVII. The New Age. 

1. The Haglie Conference. 

2. The Labor Problem. 

3. Socialism. 

LXXVIII. Review Topics and Questions. 
1. Why do the European states desire colonies? 2. Name 
the great eolonial powers with their possessions. 3. Criticise the 
eolonial policies of Belgium, Germany, France, United States, 
England. 4. Prove that the Boers were behind the times. 5. 
Show how the desire for expansion may result in international 
complications. 6. How mudi of the world has been civilized 
during the nineteenth century ? 7. Compare the world of to-day 
with the world of 1800; the world of 1800 with the world of 
Charlemagne. Which is the greatest contrast ? 

SYLLABUS OF AMERICAN HISTORY. 

Text: Stephenson's American History. Fourth year; 3 
periods a week. Civies 2 periods. 

American institutions and the American people are of Euro- 
pean origin; Còlonial America was merely an expansion of 



118 

Europe into the New "World. So American history should be 
studied and taught as closely related to European history. The 
habits, customs, ideas and institutions of the Americans iintil 
the nineteenth century were those of France, Spain and England, 
modified by the changed environment of America. And since 
the beginning of the nineteenth century there has not been a 
great deal that is distinctly new in American life. The Euro- 
pean background then must be understood or the full significance 
of American history will be missed. The European conditions 
affecting exploration and colonization, the tremendous f act of the 
substitution of the Atlantic for the Mediterranean as the center 
of the civilized world, the transplanting of European institutions 
and the development of these in the New World, the modification 
of old customs and the beginning of new ones, the conquest of 
material obstacles — these are the significant topics in early 
American history. The influence of geographical conditions 
should be constantly emphasized, and the study of wars and 
battles subordinated to the study of institutions, ideas, and 
ideals. Throughout the work there should be comparison of 
earlier and later conditions, events and characters, and frequent 
reference to and use of history work already done. Much more 
reading can be done in this course than in previous courses. 

Note-book work, map making and map study, the use of 
pictures and other aids bave been described in the preceding 
syllabus on Ancient History. Either the McKinley Atlas of 
United States History or the Ivanhoe Historical Note-book will 
be useful as a guide in historical geography. 

REFERENCE LIST. 

Wilson, History of the American People. (Harper & Bros., 

New York. ) 
Fiske, American History; Old Virginia and Her Neighbors; 

New England; Dutch and Quaker Colonies; American 

Revolution; Criticai Period. (Houghton, MifHin & Co., 

Boston.) 
Hart, Source Readers ; Sour ce Book ; American History Told 

by Contemporaries. (Macmillan Company, Atlanta, Ga.) 
Fleming, Documentary History of Reconstruction. (A. H. 

Clark Company, Cleveland, Ohio.) 



119 

Andrews, Our Own Time. (Scribners, New York.) 
Earle, Home Life in Colonial Days, (Macmillan, Atlanta.) 
Smedes, A Southern Plauter. (James Pott, New York.) 

AMERICAN HISTORY. 

I. The Period of Discovery. 

1. What the ancients knew about geography. 

2. What the people of the later Middle Ages (1450) knew 
about geography. 

3. The Norse explorations. 

4. Conditions in Europe which led to the discovery by Co- 
lumbus. 

5. Columbus : character, discoveries, career. 

6. Explorations and early settlements: (a) Spanish; (b) 
French; (e) English. 

Maps : The known world about 800, 1450, 1600 ; the voy- 
ages of discovery; the first settlements of the Spanish, 
French, English. 

Note-book : Outline each chapter and make summaries of 
readings. 

II. The Indians of North America. 

1. Numbers and location. 

2. Character; civilization. 

3. Relations with the whites 

III. The Southern Colonies. 

1. Conditions in England which induced colonization. 

2. Methods of colonization. 

3. Virginia, a typical southern colony : (a) settlers; (b) oc- 
cupations; (e) labor question; (d) government. 

4. Maryland : government ; religion. 

5. Carolinas : peculiar constitution. 

6. Georgia : twofold object. 

7. Relations with Indians. 

8. Life in the southern colonies. 

Map : The Southern Colonies in 1650, 1750. 



120 

IV. The New England Colonies. 

1. The Pilgrims and the Puritans: character, religion, posi- 
tion in England. 

2. Plymouth and Massachusetts Bay; Connecticut, Rhode 
Island. 

3. Colonial government in New England. 

4. Education and the Church ; the Quakers. 

5. Home life in New England. 

6. Compare New England with the South as to character of 
settlers, government, occupations, religion, etc. 

7. The geography of New England compared with that of 
the South. 

Map : The New England Colonies, 1650, 1750, 

V. The Middle Colonies. 

1. New York: (a) The Dutch Settlers and their institutions 
and customs; (b) the English conquest; (e) growth of 
self-government. 

2. Pennsylvania, "a Quaker Experiment": (a) The Friends 
and their principles; (b) "William Penn; (e) the Penn- 
sylvania government. 

3. New Jersey and Delaware. 

4. Life among the Dutch and Quakers. 
Map : The Middle Colonies, 1750. 

VI. The Spanish in America. 

1. Location of their colonies. 

2. Motives of colonists. 

3. Spanish colonial government. 

4. Policy toward natives. 

Map : Spanish possessions in the New World, 1750, 1765, 
1825, 1900. 

VII. The French in America. 

1 . Canada and Louisiana. 

2. Settlers; missionaries and traders. 

3. Policy toward natives. 

Map : French possessions, 1765. 



121 

Vili. The Struggle Between Frange and England. 

1. Location of the colonies of France and England. 

2. Causes of wars. 

3. The four intercolonial wars. 

4. The English conquest. 

Map : Locate battles and trace campaigns ; North America 
in 1756 and 1765. 

IX. English Colonial Development to 1750. 

1. Politicai development : representative government; taxa- 
tion; charters; attempts at union. 

2. Economie development. 

3. Social progress. 

4. Conditions, social, economie and politicai, about 1765. 

5. Home life in the colonies. 

X. Review Topics and Questions. 
1. Knowledge of geography in 800, 1450, 1500. Why did 
Europeans want to get to India? What had the Chinese to do 
with the discovery of America? Pepper and spices? The 
Turks? 4. Prove that England secured the best part of 
America, 5. Show why the Englishman and the Indian 
could not live together peaceably. 6. Why did the In- 
dians like the French better? 7. Was "representative govern- 
ment" in Virginia an experiment? 8. Show that each colonial 
government resembled the English government. 9. Point out 
the differences in the case of each colony. 10. Motives which 
induced people to come to America. 11. Classes of people who 
came. Different nationalities. 12. Make a list of causes of dis- 
pute between colonists and their governors. 13. Different religious 
sects in America about 1750. 14. Compare the plantation life of 
the South with the town life of New England. 15. How did 
physical geography influence colonial history? 16. Compare a 
colonial charter with a state constitution. 17. Different forms of 
colonial government. 18. In what respects were they like the 
modem state governments? 19. Make a list of things now 
common that the colonists did not bave. 20. "Why has it always 
been easier to have schools in the North than in the South? 
21. Prove that religious toleration has not always existed in 



122 

America. 22. Influence of tobacco in colonial life. 23. What 
made North Carolina unlike South Carolina? 24. Compare the 
colonial history and government of Louisiana with that of Vir- 
ginia. 25. Prove that the English colonies gradually drew to- 
ward union before 1775. 26. Which colony would you have pre- 
f erred to live in ? Why 1 

XI. Causes of the Revolutiois. 

1. Underlying causes : distance f rom England ; different 
social and economie and politicai ideals and conditions. 

2. Immediate causes : revision of laws relating to navigation 
and trade, taxation, etc. 

XII. The Revolution, 

1. The campaign in New England. 

2. The campaign in the Middle Colonies. 

3. The end of the war in the South. 

4. Growth of the idea of independence ; the declaration. 

5. Government during the Revolution. 
t). Washington. 

7. Results of the Revolution. 

Map : The three fields of campaign with dates ; the United 
States in 1783. 

XIII. The Critical Period (1783-89). 

1. The Articles of Confederation. 

2. Turbulence and disorder in the states. 

3. Weakness of the government. 

4. The westward movement. 

5. The Convention of 1787 and the new Constitution. 

XIV. The Country in 1789. 

1. Territory and population. 

2. Agriculture and other occupations. 

3. Government and laws. 

4. Life in Washington 's time. 
Map : The United States in 1789. 

XV. Federalist Supremacy. 

1. Federalist and Anti-Federalist, 

2. Washington 's administration. 



123 

3. The organization of the new government. 

4. Foreign affairs. 

5. John Adams and the fall of the Federalists. 

XVI. The Jeffersonian Republicans (1801-1817). 

1. The growth of the "West. 

2. Jefferson 's views and policy. 

3. The courts and impeaehments. 

4. Struggle for neutral rights. 

5. Purchase of Louisiana. 

6. Madison. 

7. The Young Republicans and the War of 1812. 

Map : United States in 1809 ; the battles and campaigns 
of the War of 1812. 

XVII. Social and Economic Conditions After the War 

OF 1812. 

1. Westward expansion. 

2. Economic development. The tariff. 

3. The cotton gin and slavery. 

4. Social conditions. 

XVIII. Eeview Topics and Questions. 
1. Make a. list of the remote general causes of the American 
Revolution; of the immediate causes. 2. Does the Declaration 
of Independence give the causes accurately? 3. Can you justify 
the conduct of the Tories? 4. Resources of the colonies for car- 
rying on war. 5. Prove that Washington was the greatest man 
of the war. 6. Prove that the fighting in the South was the 
most important of the Revolution. 7. Make a list of the defects 
of the Articles of Confederation. 8. How did the public lands 
help to hold the states together? 9. Prove that 1783 to 1789 
was a "criticai period. " 10. Compare the government under 
the Constitution with that under the confederation. 11. Com- 
pare the United States of 1789 with the United States of 1900. 
12. What English elements has our Constitution? What orig- 
inai elements? 13. What is the difference between making a law 
and making a treaty ? 14. Compare the politicai views of Wash- 
ington with those of Andrew Jackson. 15. Difference between 



124 

the Federalists and the Anti-Federalists. 16. Prove that the 
pnrchase of Louisiana was wise. 17. How did the war of 1812 
cause the development of American manuf actures ? 18. Make 
a list of results of the war of 1812. 19. How did the Revolution 
and the War of 1812 affect Louisiana? 

XIX. MoNROE AND Adams Administrations (1817-1829). 

1. The "American Theory." 

2. The second national bank, 1816. 

3. Internai improvements. 

4. Slavery and the Missouri Compromise. 

5. The Monroe Doctrine. 

6. The States and the Indians. 

7. Rise of politicai parties. 

Map : Slave states, 1789-1821. 

XX. Jacksonian Democracy (1829-45). 

1. Politicai views of the westerners ; Jackson a representative. 

2. New politicai methods. 

3. The spoils system, " 

4. The bank controversy and other financial questions. 

5. Nullifìcation. 

6. Abolition agitation. 

7. Crisis of 1837. 

8. Politicai parties and platforms (1829-45). 
Map : United States in 1825, 1845. 

XXI. The Mexican War and Anti-S.lavery Agitation. 

1. Early Southern opposition to slavery. 

2. The emancipationists vs. the aboliti onists. 

3. The annexation of Texas. 

4. The war with Mexico. 

5. The Wilmot proviso and the struggle over slavery in the 
territories. 

6. Compromise of 1850 ; personal liberty laws. 

7. Underground railroad ; the Kansas-Nebraska troubles. 

8. The Republican party. 

9. Dred Scott Decision. 



125 

10. The Lincoln-Douglas debates. 

11. John Brown raid. 

Maps : The United States in 1840, 1845, 1850, 1860 ; presi- 
dential elections, 1852, 1856, 1860. 

XXII. The United States in 1850. 

1. Territory and population. 

2. Travel and communication. 

3. Gold as a factor in expansion. 

4. Commerce and industry. 

5. Cities and city life. 

6. Inventions and discoveries. 

7. Intellectual progress. 

XXIII. Eeview Topics and Questione. 
1. Why did the North not oppose the admission of Alabama, 
and later oppose the admission of Missouri? 2. Wbat part of 
the country demanded "internai improvements " ? 3. Compare 
J. Q. Adams with Andrew Jackson. 4. Compare the "West with 
the East; the Jackson Democrats with the former Jefferson 
Republicans. 5. "Why w^ere the new states more democratic than 
the old ones? 6. How did the "spoils system" injure the gov- 
ernment? 7. Make a list of the new politicai methods used by 
the Jackson Democrats. 8. "What inventions of importance were 
so used as to increase the difference between North and South? 
9. Make a list of the differences between North iind South about 
1835. Consider climate, soil, occupations, products, etc. 10. 
Why was there more manufacturing in the North than in the 
South? 11. Reasons why Texas was annexed to the United 
States. 12. Account for the rise of abolition sentiment. 13. 
Compare their abolition sentiments with those of the Southern 
people. 14. "What did most of the Northern people tliink of 
slavery, 1835-1860? 15. Prove that Lincoln did not, in 1861, 
intend to destroy slavery. 16. What was the meaning of John 
Brown 's raid? 17. Why did the growth of the Republican party 
so alarm the South? 



126 

XXIV. Secession and Beginning of the Civil War. 

1. Causes of secession. 

2. The Confederate government. 

3. Attempts to compromise. 

4. The policies of the two presidents. 

5. Fort Sumter and the beginning of the war. 

Map: Showing (1) seceding states; (2) Union slave 
States; (3) Union free states. 

XXV. The Civil "War. 

1. The resources of North and South compared. 

2. The general pian of campaign of the North ; of the South. 

3. The principal armies and their leaders. 

4. The principal campaigns and their results by years. 

5. The war on the sea. 

6. Foreign affairs. 

7. The negro question during the war. 

8. Northern and Southern finances. 

9. Northern oppostion to the war. 

10. Life in the Confederacy. 

11. Results of the war as to slavery, secession, and state sov- 
ereignty. 

Map: (1) The Principal campaigns and battles; (2) the 
Confederacy at the end of each year. 

XXVI. The Beginning op Eeconstruction. 

1. Lincoln 's and Johnson 's plans. 

2. Opposition by Congress. 

3. The fight between Congress and the President. 

4. Attempt to remove President Johnson. 

Map : The United States showing (1) the states with 
representation in Congress, 1865-68, and the states with- 
out representation. 

XXVII, Eeconstruction in the South. 

1. The congressional pian and the Eeconstruction Acts of 
1867. 

2. The Freedmen's Bureau. 

3. Carpet-bag government in the South. 



127 

4. The amendments to the Constitution. 

5. The Union League and Ku Klux Klan, 

6. The election of 1876 and the overthrow of Reconstruction. 
Map : The five military districts, 1867-1868. 

XXVIII. Reconstruction Period in tele North (1865-76). 

1. Conditions after the war. 

2. Politics 1865-76. 

3. Westward expansion and the admission of new states. 

4. The French in Mexico and the Monroe Doctrine. 

5. The Alabama claims. 

6. The Atlantic cable and the Pacific railroad. 

7. Corruption in office. 

8. Financial affairs (1865-76). 
Map: United States in 1876. 

XXIX. Revibw Topics and Questione. 

1. Make a list of the causes of secession. 2. Compare the 
Confederate Constitution with the Federai Constitution. 3. Ac- 
count for the fact that England sympathized with the South. 
4. Prove that the capture of New Orleans and of Vicksburg were 
very important events. 5. Make a list of the causes of the suc- 
cess of the North. 7. "Why were the Southern mountaineers 
disloyal to the South? 8. Make a list of the ways in which the 
South suffered more than the North. 9. Make a list of the re- 
sults of the war. 10. How did Congress punish the Southern 
people? 11. Prove that Lincoln had different plans. 12. Why 
were the negro carpet-bag governments so bad? 13. "Was the 
Ku Klux movement justified? 14. Do the negroes vote now? 
"Why ? 15. Make a list of the causes of the f allure of Recon- 
struction. 16. Was the electoral dispute of 1876 properly set- 
lied? Prove your answer. 

XXX. The United States in 1877-1885. 

1. Self-government restored in the South. 

2. Civil service reform. 

3. Finances. 

4. Capital and labor. 

5. The new South and its problems. 
Map : United States in 1885. 



128 

XXXI. The United States (1885-1897). 

1. Grover Cleveland 's Administration, 1885-1889. 

2. The Chicago anarchists. 

3. Important legislation; electoral count; presidential suc- 
cession; interstate commerce. 

4. The tariff question. 

5. The Silver coinage struggle. 

6. The Farmers' Alliance and the Popnlist party. 

7. Labor troubles. 

8. Foreign affairs. 

9. Cleveland and the civil service. 
Map: United States, 1897. 

XXXII. The Expansion of the United States. 

1. The war with Spain. 

2. Annexation of territory. 

3. Philippine problem, 

4. Cuban problem 

5. The Panama Canal. 

Map :. The United States in 1900. 

XXXIII. Present Problems. 

1. The trust problem. 

2. Eelations between capital and labor, 

3. The race question in the South. 

4. The regulation of railroads and interstate commerce. 

5. The tariff question. 

6. Problems of city government. 

7. Grovernment of colonies. 

8. Immigration. 

9. Relations with South America. 

10. Our position in the East: the open door to China. 

11. Conservation of naturai resources. 

12. Suffrage and ballot reform. 

XXXIV. SuMMARY and Review op American Histoey. 

1. Territorial expansion since 1607. 

2. Increase of population. 

3. Developn^ent of government since 1607. 



129 

4. Englisli elements in American institutions. 

5. Progress of democracy. 

6. Economie progress. * 

7. Development of politicai parties. 

8. Religioiis conditions in America as compared with Europe. 

9. Social progress since colonial times. 

XXXV. Review Topics and Questions. 
1. What is meant by the demonetization of Silver? Bi- 
metalism? Free coinage of silver? 2. Principles of the Green- 
back party. 3. Explain the causes of the Parmers' Allianee 
movement and the rise of the People's party. 4. To what extent 
has civil service reform been accomplished ? 5. What order of 
precedence was established by the Presidential Succession Act? 
6. Compare the view's of the Democrats on the tariff with those 
of the Republieans in 1889. 7. What was the Homestead law 
and what were its results? 8. Compare the Sonth of 1900 with 
the South of 1860. 9. Make a list of the inventions, improve- 
ments, etc, that have influenced America since 1800. 10. Should 
we hold the Philippines or give them independence ? 11, What 
is the trust problem? 12. What is meant by the "open door" 
in China? 13. Make a list of arbitrations to which the United 
States has been a party. 14. Write a history of manufactur- 
ing in America. 15. A history of the staple crops in America. 
16. A history of the negroes. 17. Problems of immigration. 
18. Make a list of things in which progress has been made since 
1800. Compare the United States with European states. 

HISTORY LIBRARY LIST. 

The following list of books is reconunended for the high 
school library, to supply needed references for the courses in 
high school history : 

Ancient History. 

1 — Plutarch's Lives, five volumes, $7.50 

2 — Guliek's Life of the Ancient Greeks, Appleton publisher 1.50 
3 — Johnston's Private Life of the Romans, Scott publisher 1.50 



130 

Mediaeval and Modern History. 
1 — Einliard's Life of Charlemagne, Harper publisher .... .30 
2 — Mtinro and Sellery's Mediaeval Civilization, Century 

Company, publishers 1.00 

3 — Mathews' French Revolution, Longmans publisher 20 

4 — Johnston's Napoleon, Holt publisher 1.25 

5 — Green 's Short History of England .1.00 

United States History. 
1 — Sparks ' Expansion of the American People, Scott, pub- 
lisher 60 

2 — Earle's Home Life in Colonial Days, Crosset & Dunlap, 

publishers 75 

3 — Eggleston's History of American Life, two volumes, 

Barnes, publisher 2.25 

4 — Hart's Source Readers, four volumes 2.50 

5 — Eggleston's Southern Soldier Stories, Macmillan, pub- 
lisher 1.50 

6 — Andrews' History of the United States in Our Own 
. Times 3.50 

CIVIL GOVERNMENT. 

Text: Boynton, School Civics. Twice a week. Fourth year. 

No syllabus in Civil Government is needed. The titles 
printed in black-faced type in the adopted text serve admirably 
to outline the work. The search questions at the end of each 
chapter should ali be worked out in the note-book. The object 
of instruction in Civil Government is to show how government 
was developed, how it is framed and how it actually operates,. 
and under what conditions good government is assured. The 
work in this subject aims to impart that knowledge of our polit- 
icai institutions that every good citizen should have in order tO 
take an intel ligent interest in public affairs. History must con- 
stantly be called upon to explain the origin of politicai institu- 
tio^s and to furnish illustrations. Much about governmental 
development will have been learned from history. Colonial 
governments, locai governn^ent in the colonies, charters, taxation, 
the Confederation, the Constitution, the courts, Congress, im- 



131 

peachment, treaty making, arbitration, government of dependen- 
cìes — these are a few of the subjects studied in American His- 
tory. To be worth much the work in Civil Government must be 
practical as well as theoretical. The actual operation of the 
machinery should be shown as much as possible. Elections, pri- 
maries, conventions, party organizations and platforms, sessions 
of the Legislature, meetings of city councils, of school boards, 
«te, afford opportunity for the practical study of government. 

REFERENCE LIST. 

Ashley, Federai State. (IMacmillan Company, Atlanta, Ga.) 
Bryce, American Commonwealth. (Macmillan Company, 

Atlanta. ) 
Hart, Actual Government. (Longmans, New York.) 
Johnston, History of American Politics. (Holt, New York.) 
MacDonald, Select Documents Illustrative of American His- 
tory. (Macmillan Company, Atlanta.) 



132 
Music. 

MATERIAL. 

"Alternate Third Book" reviewed and completed. As the 
work advances Beacon's Song Book No. 2 will be needed. 

METHOD. 

The principal part of the work is chorus singing. Where the 
pupils have had music through the grades, little attention should 
be given to formai study of the elements of music. Special at- 
tention should be given to the singing of unison songs. There 
are a number of these songs in the Alternate Third Book. 

Practically the only new problem f or this grade is the intro- 
duction of the bass clef. Where the sight reading has been 
properly taught, reading from the bass clef will be a very sim- 
ple matter. The directions f or studying the voices and arranging 
the parts for song singing in the lower grades should be foUowed 
in the high school. 

It is essential that the pupils in the high school should be 
led to sing their songs and choruses in an interesting manner. 
They should interpret these songs and choruses with a fair de- 
gree of musical appreciation. Eneourage ali pupils to take part 
in chorus work. Added interest may be aroused by the forma- 
tion of glee clubs, boys' choruses and semi-choruses of girls' 
voices, 

One unit will be allowed for music and drawing if the sub- 
jects are pursued for the four years under the direction of a 
special teacher. 



133 
Drawing. 

Introductory Note. — These outlines are based upon the sup- 
position that two periods a week, of forty minutes each, are 
given throughout the entire course. It is felt that a course in 
art study for the high school should be general enough in its 
character to eqiiip, as far as is possible, the student who may 
have but one year of high school training with an understand- 
ing of such art principles as will have a direct hearing upon 
his life. Every person of education should understand something 
of the growth of plants and flowers ; of landscape shapes and 
effects ; of the representation of the forms, proportions and colors 
of objects; of the language of constructive drawing, and of the 
eommoner geometrie problems; and fìnally of the principles of - 
design, which are universal in their application. This reasoning 
is from the standpoint of general education. 

Teachers should refer to the "General Directions" in the 
Course of Study for Elementary Schools. 

ART EDUCATION DRAWING BOOK COURSE. 

book eight. 

First Year in High School. 

(Eighth Grada.) 

SEPTEMBER. 

Teacher should read "General Suggestions" on inside cover 
of Drawing Book and select paragraphs adapted to page 4, for 
the pupil to study. 

Study page 4. Point out the important features of the 
lesson, making sure that the class has studied and understood 
the work. Pupils should refer to "Glossary of Terms" in back 
of book for meaning of expressions not understood. Encourage 
the use of art terms in the discussion of ali work in drawing. 
Practice sketches similar to illustrations shown on page 4, using 
shadow-box. When work is satisfactory, draw or mount on 
page 5. 

Discuss text on page 6; also study lUustration A, page 39. 
Mount one or two best color sketches on page 7. 



134 

Study page 8, Exercise III. A careful study of the text by 
each pupil is essential. Devote one lesson to orai discussion of 
text and sketches. Make large, free sketehes from pomegranate. 
Continue work similar to that suggested in Exercise III, and 
complete as many good sketches as possible from nature. 

OCTOBER. 

Use finder for pleasing arrangement from sketches made dur- 
ing last month. Mount best work on page 9. 

Study page 10, Exercise IV. Devote one lesson to orai reci- 
tation on text. Practice work suggested on page 10 and fili 
page 11 according to directions. It will interest the class to 
compare work by mounting sketches and giving "honorable 
mention ' ' to the best. 

Study page 12, Exercise V. Make simple drawing neces- 
sary to show that the pupils fully understood the text. When 
work is satisfactory, mount on page 13. Interesting results can 
be obtained by using construction paper and working out the 
sketch in tones of the same color. 

NOVEMBEE. 

Study page 14, Exercise VI. After sufficient practice, carry 
out instructions given for page 15. 

Study page 16, exercise VII. Practice alphabet and single 
letters. Each pupil should practice lettering bis own name artis- 
tically, in accordance with the instructions given during the last 
lessons. See that pupils thoroughly understand spacing. Fili 
page 17. 

Study page 18. Read text carefully. There may not be time 
to do more than the practice work this month. 

DECEMBEE. 

Continue last month 's work and fili page 19 according to di 
rections. 

Study page 20. Teacher demonstrates upon the board, so 
that ali may see the receding lines reach the V. P. The rest of 
this month may be devoted to the making of calendars, or any 
other work desired by the teacher for Christmas gifts. If pupils 
make calendars they should letter them neatly. 



135 

JANUARY. 

Review page- 20 and fili page 21. 

Study page 22. Several lessous will be needed to explain the 
text and to make sketches illiistrating the rules of perspective as 
given on this page. Pupils draw from objeets and fili page 23. 

Study page 21, and fili page 25. Give a written test on the 
ten rules of perspective and demonstrate each rule by sketches. 

PEBRUAEY. 

Pose work according to page 26. Make several sketches from 
the same model. Keep the drawings simple. Wlien work is sat- 
isfactory, mount on page 27. 

Study page 28 and work on page 29 as suggested. 

MARCH. 

Study page 30, making working drawings as suggested. See 
that pupils thoroughly understand terms for this new work. Fili 
page 31 according to directions. 

Study page 32 and carry out work according to directions, 
placing result on page 33. Spend the rest of the month on na- 
ture work. 

APRIL. 

Study page 34 and place work on page 35. 
Make portfolios according to page 38. The work on this page 
is of great value. 

MAY. 

Study Exercise XX, page 36. Use violets, nasturtiums, or 
peach blossoms as a motive. Mount on page 37. 

Study Exercise XXI, page 36. , Apply the stencil design to a 
scarf or curtain. If the object is to be laundered, use oil paiuts 
and turpentine. Mount a duplicate of this design on lower part 
of page 37. 

An occasionai lesson from flowers, vegetables or landsc-ape in 
color will prove a pleasant change for the pupils after many les- 
sons along industriai lines. Sce that ali books are finished before 
the dose of school. 



136 

ART EDUCATION FOR HIGH SCHOOLS. 

Second Year in High School. 
(Ninth Grade.) 

SEPTEMBER. 

Pictorial Bepresentation: Plants and Flowers. — Chapter I, 
pages 1 to 10, down to paragraph "Color Quality." Students 
should prepare for recitation by study of certain paragraphs as- 
signed; they should recite from paragraph headings, and dis- 
cuss in class the illustrations in the hook, together with such ad- 
ditional illustrations as it is possible to obtain. They should 
draw from large growths of grasses, sedges, weeds, flowers or 
fruits in outline, in neutral washes or in color, as the study sug- 
gests. For such work, use large size paper, in light, grayish 
tints. When sketches are finished, students should use a fìnder 
(see pages 18 and 19) to select interesting compositions, and 
should trim and mount the selection upon a mat of tinted paper 
of harmonious tone. The mount, as a general rule, should be 
grayer in its color quality than the dominating color of the 
sketch. (See color piate facing page 12.) 

OCTOBEE. 

Pictorial Bepresentation: Landscape Composition. — Chap- 
ter 1, pages 10 to 26, down to paragraph "Figures in the Land- 
scape. ' ' Study text and discuss in class. As a f urther exempli- 
fication of the points developed, students may select from a pho- 
tograph or from a blackboard sketch an interesting composition ; 
then with neutral washes, or with charcoal, they make different 
value arrangements, using the same composition in a variety of 
ways. (See Fig. 32, page 23.) This illustration may form the 
basis of an exercise of this kind; make a tracing of the shapes 
and fili them in with a value arrangement, not like that in the 
picture. For example, the sky might be dark, as at night, or as 
in a storm; the ground might be lighter, as in winter; trees in 
the foreground might be lighter or darker than the value of 
those in the picture; water in the foreground might be of the 
same value as sky, etc. Landscapes in simple values like these 
are effective when done on tinted paper with fiat washes of neu- 
tral gray, or on tinted paper in monotones; as, in sepia tones 



137 

on buff paper ; in blue tones on warm gray paper ; in green tones 
on bogus paper, etc. Such studies when trimmed and mounted 
may be used as deeorations for magazine covers, calendars, port- 
folios, etc. 

NOVEMBER. 

Pictorial Eepresentation : Still-Life Composition — ■' ' Stili- 
life Drawing," page 26. Study and discuss the text and illus- 
trations on pages 19, 20 and 21, down to paragraph^Landscape 
Drawing." Practice pencil sketehing from earefuUy plaeed ob- 
jects of contrasting values, similar to those objects represented in 
Figs. 4, 5, 8, 9, 14, 18 and 19. Draw, also, in charcoal outline 
from simple groups of two objects, using colored ehalk as an ad- 
ded element of interest, as illustrated in color piate facing page 
33. (See "The Use of Colored Chalks or Crayons," page 33.) 

DECEMBER. 

Constructive Design. — The work of this month should be 
the making of some article planned in the drawing period. 
(See paragraph, "The Development of a Note-book Cover," 
pages 264 and 265.) The constructive process therein described 
may be applied to the making of covers of different shapes, sizes 
and proportions, to fit any need. The student should use as a 
decorative feature some exercise of the past three months. For 
example, a portfolio or book-eover may be decorated with one of 
the tonai landscapes done in October ; or an album may be dec- 
orated with a flower panel; or a calendar mount may be decora- 
ted with a landscape or flower motive; or the cover of a blank 
recipe hook may be decorated with an arrangement of still-life 
forms in color values. 

JANUARY, 

Perspective. — Chapter II, page 34. Definite paragraphs 
should be assigned for study, followed by a full discussion in 
class of ali the principles presented. The text-book will be 
found invaluable in mastering perspective, as this is a science 
that is demonstrated and proved in the text, where the rules are 
concisely and definitely stated. Give Exercises I to IV, page 
36, and Exercises VI and VII, page 44. Students should mem- 
orize the rules given and be able to demonstrate by quick 



138 

sketclies the principles involved. Cover the ground to "An- 
gular Perspective, " page 45. 

FEBRUARY. ' 

Constructive Draiving. — Chapter IV, page 103. Study and 
diseuss in class the text f rom beginning of chapter to ' ' Geo- 
metrie Problems," page 110. Students shonld he familiar with 
the various instruments and by their use should practice draw- 
ing various lines, curves, etc, before taking up problems. "Wlien 
this ground has been covered, the teacher should select twelve of 
the elementary geometrie problems ("Greometric Problems," page 
110) and should see that these are very carefully arranged and 
accurately drawn, as directed in the text. The work should be 
done in pencil first and then inked in. This will necessitate 
the making of three plates, which should- be properly lettered, 
etc. Students should familiarize themselves with the geometrie 
definitions given on pages 122 to ]28. If much of the work 
of this month has already been given in the grades below the 
high school, the class may proceed to the study of "Working 
Drawings," pages 129 to 135, and work out the exercises sug- 
gested on these pages. 

MARCH. 

Design (see " Introductory Note" page 1). — Chapter VI, 
page 222. Study text from beginning of chapter to Exercise 
I, page 224. These paragraphs should be thoroughly discussed 
in class, as they present most interesting and important prin- 
ciples. When this has been done, student will be ready for 
Exercise I, page 224. The working .out of this exercise should 
be foUowed by a class criticism of ali work done. (By "class 
criticism" is meant the posting upon a screen of the work of 
each student, and the discussion and criticism before the class 
of the results of an exercise. This gives each student the benefit 
of the experience of ali other students.) 

Pupils should be encouraged to look for examples of straight 
line rhythm in rugs, baskets, textiles, prints, etc, and to bring 
to class as many of these examples as possible. In the class 
the merits of these examples should be discussed, and the best 
designs reproduced by the students, or used as the basis for 



139 

modifìcations. Exercises II and III may then be workcd out 
in class, witli similar supplementary suggestions and enrich- 
nient. The bringing in of material or motives by both teacher 
and pupil gives locai interest and vitalizes the work. 

APRIL. 

Design: The Principle.of BJiythm. — Study pages 225, 226 
and 227 to Exercise IV. In discussing this form of rhythm a 
variety of materials may be brought into class. Plants, flowers 
and" growths of almost any kiud illustrate rhythm, and beauti- 
ful examples of this principle may be found in many Japanese 
prints, in landscape compositions, etc. After thorough discus- 
sion of this new form of rhythm, students should work out 
Exercise IV in class. The working out of this problem may 
take several lessons. Follow mth Exercise. V. Do not fall to 
give students the benefit of class criticism of results. 

Design: The Principle of Balance. — Study pages 235 to 239, 
down to paragraph "Further Application of Balance." Dis- 
cuss this subject matter in class, paragraph by paragraph, as in 
the study of Rhythm. Select from the exercises given on pages 
238 and 239 those probi ems that it will be possible to work out in 
class. 

MAY. 

Design: The Principle of Harmony. — Study pages 242 to 
249, to "Harmony in Values and Colors." Discuss fully in 
class. Bring in common examples of harmony and also exam- 
ples of a violation of harmony, and show how these violations 
might be corrected. 

As a finishing touch to the year's work, try to arrange a 
lesson in the practical application of the principles studied. 
Refer to pages 261, 262 and 263 for suggestions on "The De- 
velopment of a Stencil." Or, make a desk-pad, a portfolio, or 
a note-book. (See page 264, "The Development of a Note-book 
Cover.") The teacher may select an exercise from- these sug- 
gestions, and pian lessons to suit the time and the locai condi- 
tions. 



140 

Third Year in the High Schood. 
(Tenth Grade.) 

SEPTEMBER. 

Pictorial Bepresentation : Details of the Landscape in Pen- 
di Bendering. — Review "Landscape Drawing," pages 21 and 
22, and study "Details of the Landscape" and "Accents," 
pages 23 and 26. Students may copy for pencil technique the 
sketch of the tree shown in Fig. 3, page 3. They may select 
with a finder a composition from the color piate facing page 34, 
and translate it into a pencil sketch. In a similar way, trans- 
late Fig. 13, page 39. The landscape details shown on page 
25 may also be copied and enlarged. After this preliminary 
work, students should attempt other things of this kind — ob- 
jects seen from the schoolroom Windows, or about home, such 
as towers, roofs, chimneys, rocks, gateways, dormer Windows, 
etc. Paper of light tint, such as gray or bufi, may be used for 
this work with artistic effect. 

OCTOBER. 

Perspective. — Study in review pages 33 to 45. Give exer- 
cises to test the students' understanding of these principles. 
Study paragraphs "Angular Perspective," page 45, "Objects 
at 45 Degrees, ' ' page 47, and ' ' Study of the Open Door, ' ' pages 
48 to 50. The text given offers a fine opportunity for the stu- 
dent to familiarize himself with "the principles of. perspective, 
with the added advantage to him of personal effort and inves- 
tigation. He does not depend solely on the teacher for what 
he learns. "Work out exercises suggested in the paragraphs 
above referred to. Fig. 28, page 49, suggests some of the objects 
that may be drawn in angular perspective. Make artistic pen- 
cil sketches of a corner of a room, a building, a portion of a 
roof seen from a window, a staircase, etc. Such objects may be 
drawn in outline only, as perspective tests, or they may be 
finished in values. Too often the subject of perspective is dry 
and uninteresting because it is treated with an entire absence 
of art feeling. 

NOVEMBER. 

Constructive Draiving. — Geometrie Problems. Eeview "Geo- 
metrie Defìnitions," pages 122 to 128, Give twelve or more 



141 

problems in addition to tliose given in the first year, seleeted 
from the problems on pages 111 to 122. These problems should 
be drawn accurately on well-arranged plates, and should be 
carefully inked in and lettered, with due attention to ali con- 
ventions and to quality of line. Review "Working Drawings," 
pages 129, 130 131 and 132; "Dimeusioning," page 132; "Draw- 
ing to Scale," pages 133 and 134. 

DECEMBER. 

Arcliitectural Draicing.—dia-pteY V, page 179. Study and 
discuss in class "The Need of Buildings" and "Conditions of 
Coustruetion, " page 179; " Conventions, " page 180. Study 
Problem I— "A Miniature House," pages 180 to 186. This 
problem should be worked out in a piate. (See page 183.) If 
the teacher thinks best, the dimensions may be slightly changed, 
so that the exercise becomes somethìng more than a copy of 
the piate given in the hook. 

JANUARY AND PEBRUARY. 

Archìtectural Draiving: A One-Story Cottage. — Problem 
II, pages 186 to 198. The text on these pages should be fully 
discussed in class, the discussion on "Essential Features," pre- 
ceding any drawing. Eaeh student should submit a rough 
sketch of the ground-plan of the house he intends to design, fol- 
lowing the suggestions of the text on page 190. After these 
sketches have been made the basis of class criticism, the stu- 
dents should proceed to work out with Instruments a set of 
plans and elevations similar to those in Figs. 11, 12 and 13, 
pages 187, 188 and 189. A knowledge and understanding of 
the text on "The Kitchen," page 193; "The Living Room," 
"The Bed Room" and "The Bath Room," pages 194 and 195; 
"Ceilings," "Windows and Doors," "The Chimney," "The 
Piazza," etc, pages 195 to 198, is essential to the suecessful 
working out of these plans. 

MARCH. 

Design. — Review pages 222 to 228, giving exercises in re- 
view at discretion of teacher. Study and discuss in class 
"Structural Rhythm," pages 228 and 229. Find practieal ex- 



142 

amples in schoolroom. Work out Exercises VI, VII and Vili, 
pages 229 and 230. Then study "Rhythm in Constructive De- 
sign," pages 230, 231 and 232, to "Rhythm of Values." Work 
cut Exercises IX and X, pages 231 and 232. 

APRIL. 

Design: The Principles of Balance. — Review from paragraph 
"The Principles of Balance," page 235, to paragraph "Further 
Application of Balance," page 239. Work out sudi problems 
as seem advisable, selecting from those snggested in the text. 
Bring in examples of balance as exemplifìed in fabrics, still-life 
forms, photographs and illustrations, etc. Try to lead stndents 
to an appreciation of the meaning of balance in the objects 
everywhere surrounding them. 

Design: The Principle of Harmony. — ^Review pages 242 to 
249. Discuss again these points in class. Study "Harmony in 
Values and Colors," page 249, to." Color Intensity in Chroma, " 
page 252. Work out Exercise XXIV, page 252, in several 
different colors. 

MAY. 

Applied Design. — Read "Note," page 261. Select for class 
work one or more of the exercises given in the problem stated 
on pages 261 to 276. Be sure that each student makes, as a 
climax to the year's. work, some article that is artistically 
worthy and is of practical use. 

FouETH Year in the High School. 
(Eleventh Grade.) 

SEPTEMBER. 

Pictorial Bepresentation: Still-Life Shidies in Pendi. — Re- 
view paragraph "Still-Life Drawing," pages 26 and 27. Study 
paragraph "Pencil Studies," pcges 29 and 31. Arrange still- 
life studies, such as the following: a spray of golden-rod in a 
tali vase, the vase showing contrasting values; a twig hear- 
ing rose-hips, gathered before the leaves bave fallen, placed in 
a vase whose vaine contrasts with the value of the. growth ; a 
growth of flowering beau, hearing flowers, seed-pods and le-aves, 
placed in a suitable vase; a growth of teazle or thistle in a 



143 

"light and dark" jar, etc. Or, simple groups of stìU-life forms 
alone, of contrasting values, may be drawn. It must be re- 
membered that the beauty of pencil rendering depends largely 
on what may be called its brilliancy and "snap" rather than 
upon the subtle differences between values whieli can best be 
expressed in color. In pencil rendering the most effective re- 
sults can be obtained by using a hard finished paper of light 
tint, sudi as buff or warm gray. Give class critieisms frequently. 

OCTOBER. 

Pictorial Representation: SHll-Life Studies in Charcoal. — 
Study paragraph "Still-Life Studies with Charcoal," pages 27, 
28 and 29. Figs. 37 and 38, page 29, and Fig. 39, page 30, 
show three steps in the process of a charcoal drawing of a group 
of objects. Other arrangements are shown in Fig. 10, page 7, 
and in Fig. 40, page 32. Students should make similar ar- 
rangements, placing the groups against a suitable background, 
as shown in the illustrations. In drawing these arrangements, 
follow the instructions given in the text. Another class of 
material that lends itself well to this tonai work in charcoal is 
an arrangement of flowers in still-life forms. Large growths, 
such as chrysanthemums or dahlias, are better adapted to this 
treatment than smaller flowers. 

Figure and Animai Drawing. — Chapter III, page 71. Study 
and discuss in class "Knowledge of Anatomy, " "General Pro- 
portions, " "Proportionate Widths, " " Proportionate Depths," 
"Proportions Vary with Age," pages 71 to 76. Students are 
to work out Exercise I, page 76, at home, and bring results to 
class for criticism. They are to work out Exercise II, pages 
76 and 78, in class. The pencil may be used for this work, as 
shown in Figs. 8 and 9, page 77, or the sketching may be done 
in charcoal. Practice as many such exercises as time permits. 

DECEMBER. 

Figure and Animai Drawing. — Study "Proportions of the 
Head and Features," page 78. Work out Exercises III and 
IV, page 79. Study "Action," page 79. The students should 
proceed in their own work after the mauner suggested in Exer- 
cise V, page 79, and as exemplified in Figs. 15 and 16, pages 



144 

82 and 83. If there is time, study ''Balance," pages 79, 84 
and 85. Work out Exercises VI and VII, pages 85 and 86. 

JANUARY. 

Perspective. — Review points indicated in paragraph head- 
ings of this cliapter, up to "Turned Cylindric and Conical Ob- 
jects," page 50. Study and discuss in class ''Turned Cylindric 
and Conical Objects," page 50, and work ont Exercises Vili, 
IX and X, page 52. Study and demonstrate, in class, ' ' Oblique 
Perspective," pages 52 to 56, inclusive. Here, again, the fact 
that the student will be able by a study of the text to prepare 
a large part of this work before coming to class will materially 
lessen the work of the teacher, and, in addition to this, there 
will result a clearer understanding of the principles on the part 
of the student. In working out exercises similar to those shown 
in Figs. 36, 37, 38 and 39, pages 53, 54 and 55, the student 
should draw upon paper of a size sufficiently large to provide 
for the placing of a horizon line and vanishing points on the 
sheet. 

FEBRUARY. 

Design. — Review pages 222 to 232. Study ''Rhythm of 
Values," pages 232 to 234. Work out Exercises XI and XII. 
As an aclditional probi em, let the students make a decorative 
landscape composition in outline, using tinted paper, and filling 
in the shape with four tones of neutral values, taken from the 
value scale made in Exercise XI. 

Design. — Review "Harmony in Value and Colors," page 249, 
and "Color Properties," page 252. Study "Color Intensity or 
Chroma," pages 252, 253 and 254, to "Color Schemes." Work 
out Exercises XXV and XXVI. 

MARCH. 

Design: Color Schemes. — Study "Color Schemes" and 
"Monochromatic Color Schemes," page 254. Work out Exer- 
cises XXVII and XXVIII, page 255. 

Design: Complementary Color Schemes. — Study "Comple- 
mentary Color Schemes," pages 255 and 256. Work out exer- 
cises XXIX, XXX, XXXI, XXXII and XXXIII, pages 256 
and 257. Make a practical application of the use of these .color 



145 

schemes. Suggestions for working out some construction in 
which these color schemes may be applied will be found in the 
problems given in Exercises XLIII to LI, pages 261 to 275. 

APRIL. 

Eistoric Ornament. — Chapter VII, page 277. This subject is 
felt to be important as an element of general edueation, and the 
matter therein contained sliould form the basis of note-book 
compilations, illustrated hy Perry prints, blue prints or sketches. 
The lessons can be recited in class, and the note-books made and 
arranged there, if time permits. If such work does not meet the 
requirements of the school, further work in Constructive or 
Architectural Drawing may be given, or a brief course in 
Mechanical Perspective. (See Chapters IV and V, and page 59 
in Chapter II.) 

MAY. 

Art History. — The same option is suggested for Chapter 
Vili, page 303. This is felt to be one of the most important 
cliapters of the hook, so far as the cultural element is concerned, 
and may be presented by the method suggested for "Historic 
Ornament" in Aprii. 



146 
Commercial Subjects. 



COMMERCIAL CURRICULUM. 

First Plan. 
Commercial arithmietic is given the seeond term of the first 
year. Bookkeeping is given throughout the seeond year, fìve 
times a week, doublé periods. Typewriting is taught throughout 
the third year fìve times a week, doublé periods, but stenography 
may come in for part of this time if desired. The work for the 
fourth year is given in the suggested outline in this pamphlet 
Practice in stenography and typewriting will be continued. 

Sbcond Plan. 
Typewriting is given in the place of commercial arithmetic, 
the seeond term of the first year. This is continued in the first 
term of the seeond year, and bookkeeping is taken up in the 
seeond term of the seeond year. Bookkeeping is continued in 
the thir('' year, with practice in typewriting. Stenography is 
taken vv here if desired. In the fourth year, commercial arith- 
metic is taken up in the first term, and the seeond term is de- 
voted to economics, commercial geography or commercial law. 
Stenography and typewriting practice is continued. 

COMMERCIAL ARITHMETIC. 

FIRST YEAR. SECOND TERM. 

The operations and principles of arithmetic are supposed to 
have been learned before the pupil reaehes this term. If any 
pupil has to ask how to work problems in the grammar school 
arithmetic he has no place in this class. He should be put back 
at once into the class where the principles of arithmetic are 
taught. Commercial arithmetic is a drill in the proeesses and 
principles of arithmetic in order to make the pupil rapid and 
accurate in their application. 

The first of these proeesses, and the most important, is the 
f un dementai operation of addition. Your pupils can possibly 
add a column in figures six broad and ten deep in two or three 
minntes. You must drill the class until this number can be 



147 

added in about thirty-fìve seconds. In like manner give drills in 
the other fundamental operations. 

As to drill in problems, take the text-book, Nieholson's Gram- 
mar School Arithmetic, and bave the probleins solved in rapid 
time, di'illing for rapidity and accuracy. Suppose the first les- 
son assigued has been from page 7 to the bottom of page 13. 
Explain to the class that you presume them to know the ex- 
planations on these pages, but you want them to work ali the 
problems and exercises accurately and as rapidly as possible. 
When the time comes for the recitation, it will proceed as 
follo WS : 

Take a pencil and paper (this means slates where slates are 
Tised, or may be the blackboard, at the option of the teacher,) 
and write. Teacher will dictate the numbers on page 9. Having 
dictated a small list, pause to bave them added. Have the 
results read còrrectly. Add in the same manner ali the num- 
bers in the pages assigned. Read the numbers rapidly. Some 
slow pupil will say it is too fast. Keep up the speed. The 
pupil is too slow. Let the voice be quick and smart. Let the 
pencils move rapidly. Let the spirit be, "Get it right and get* 
it quickly. ' ' And so go on through the hook. " Do " every exer- 
cise. Do it perfectly. Do it rapidly. 

In this work the teacher will have to test the daily prepara- 
tion of the pupil with much care. Since the pupil has recently 
gone over the work and can solve the problems, there may be a 
disposition to enter the recitation without having made prepara- 
tion for that day's work. That the pupil has made special 
preparation for the day's work will show in the readiness with 
which he works the exercises. Let there be no mistake about 
what is bere meant. It is intended that the pupil solve the 
problems at home and then come to class and work them again 
before the teacher. Readiness and accuracy are the result of 
drilling on the doing of definite things. And if the teacher 's 
study of bis class reveals that bis class is slow on any particular 
set of problems he should go over that set again and again until 
the operations are thoroughly mastered. 

The boòk is practical and the boy who has drilled in it as 
bere indicated will be a valuable clerk in any office. His work 



148 

in bookkeeping will become a pleasure. He will get the inspira- 
tion that comes from mastering a subject. This is the only real 
inspiration that a pupil gets. 

High School Arithmetic, Fourth year, II. 5. Use Nicholson's 
Advanced Arithmetic, using the parts that will best meet the 
needs of the students. 

BOOKKEEPING. 
Second or Third Year, I. and II. 5. 

Text: Williams and Eoger's Modem Illustrative Book- 
keeping. 

Commercial arithmetic was tanght in the first year, but it 
is important that drills in the fundamental operations and in th& 
classes of problems most frequently oceurring in bookkeeping 
be continued. Accuracy and rapidity in addition, in making 
cut bills, in working discounts, etc, are invalu'able. No rea! 
bookkeeping is possible without them. 

In teaching this snbject, follow the text exactly as it is writ- 
ten. After the text has been mastered, if time permits, lectures,- 
comments and related matters may be taken up. The first things 
for a teacher of a new text-book to do is to study faithfully the 
text and the point-of-view of the author. Until these bave been 
mastered, he is incapable of making valnable eomment or 
criticism. 

Beviews. — At the end of sections, as on pages 20, 39, etc.,, 
lists of questions are placed for review purposes. The teacher 
must make these reviews frequent and thoroughly alive. The 
questions put in a mechanical way and similarly answered will 
not serve the purpose for which they were intended. They are 
meant to be suggestive questions, reviewing and drilling the 
pupil on what he has passed over. Review and drill until every 
point is mastered. Review and drill for accuracy, for rapidity,. 
for neatness. Review and drill work cali for genuine teaching 
power. The novelty of the first presentation is gone. To make- 
it stick, to make it vital, these are the climaxes of the teaching. 

Neatness and Order. — Insist upon these. Insist upon neat 
figures. Put units under units, tens under tens, etc. Errors. 
will be made. They are steps in learning. Teach only the best. 



149 

way to correct errors. AVhen a pupil discovers an error in his 
work, his impatience and disappointment are likely to cause a 
hurried scratching and erasing, a liasty stroke of the pan 
through the error, the removal of the page containing the error, 
etc. Avoid these by early and plain teaching on how to correct 
errors. 

Do not take «p a new exercise until the old one is mastered 
by each student. This work does not demand that the pupils 
ali remain at the same place in the text. They may go accord- 
ing to their ability. Master each exercise before taking up the 
new one. 

PHONOGRAPHY. 

THIRD YEAR. 5 PERIODS A WEEK 

Text : Selected by the School. 

The teaeher should study the text very carefuUy, so as to 
present the subject exactly as the pupils 'have to study it from 
the hook. Get the author's point-of-view. 

Study the directions of the hook carefully. Eold the pupils 
responsible for studying and following them. You can not hold 
your pupils responsible for learning the lessons of their books 
unless you know these lessons perfectly and have clearly before 
your mind the important points of each lesson. At the end of 
the course the student should be able to take dictation rapidly 
and accurately. 

TYPEWRITING. 

SECOND OR THIRD YEAR. 

Complete a good instructor. Do not ''pass" the student un- 
til he has developed skill and accuraey. 

ECONOMICS. 

FOURTH YEAR. FIRST OR SECOND HALF. 5 PERIODS A WEEK. 

Text: Bullock's The Elements of Economics. 

The elements of economics are so intimately connected with 
the business affairs of ali coramunities that the teaeher has an 
exceptional opportunity in this study to teach the pupils to re- 
flect upon the phenomena about them and to draw conclusions 
from them. And not only will the pupil draw upon the facts of 



150 

his environment, but he will draw upon the knowledge that he 
has learned in other subjects in the course of his study. Here, 
then, is the most important point for the teacher to observe in 
this subject. If a knowledge of geography or history lies at the 
basis of the subject under diseussion, be sur e that this funda- 
mental knowledge is accurately known before trying to build an 
economie superstructure upon it. How many pupils and older 
persons do you find every year deducing important propositions 
from the history of "Greece and Rome"? Speakers and writers 
bave inferred every imaginable principle and rule from "Greece 
and Rome," because they are usually very poorly and inaccu- 
rately informed about Greece and Rome. A scientific conclu- 
sion must be based upon a wide range of accurate observation. 
If you are studying about corporations, let the pupils become fa- 
miliar with the corporations that touch them. What corpora- 
tions affect your community? If the lesson is about consurnp- 
tion of wheat, approach it from the standpoint of wheat con- 
sumption in your community. So, as stated above, whether the 
knowledge be that of observation or reading, let it be accurately 
determined before an economie superstructure is to be placed 
upon it. 

The sabject of bookkeeping and accounting is studied in the 
light of its ability to grasp economie problems. Many of the 
problems of economics are looked at and studied through the 
bookkeeping terms of accounts, statements, loss, gain, banking, 
etc. To the practical work of accounting the subject of eco- 
nomics adds the reflections of the student and scholar, and the 
teacher should study to develop this aim. 

Certain chapters will appeal to the class as more practical 
than others, as the "Production of Wealth," "Railroad Trans- 
portation," etc. Other chapters are farther removed from the 
experienee of the class, as "Monopolies," "Projects for Eco- 
nomie Reform, " etc. The chapters that are on the more familiar 
subjects should receive more time than those whose subject mat- 
ter is remote from the class experienee and whose theories are 
in advance of the class scholarship. 

Inasmuch as commercial history is an important part of world 
history, which is studied in the high school, it is recommended 



151 

that the teaeher of liistory have special regard for this branch 
and that the time allotted to eeonomics and coniinereial history 
be divided between the two snbjeets. 

Text: Coman's Industriai History of the United States. 
COMMERCIAL GEOGRAPHY. 

FOURTII YEAR. SECOND HALF. 5 PERIODS A WEEK. 

Text: Adam's Elements of Commercial Geography. 

The study of common scliool geography ceased witli the first 
half of the eighth grade. Commercial geography is put down 
for the last half of the eleventh grade. Two and one-half years 
have elapsed and the pnpils have forgotten most of the geog- 
raphy they had learned. Commercial geography is the geog- 
raphy of the things being done b}^ mankind today, and is there- 
fore a most important branch in the education of our youth. 

The first important point to teach is that each pupil must 
have a clear mental picture of a commercial map of the world. 
This means that the pupil must be able to draw sudi a map as 
the one at the introduction of the text-book. To study how to 
draw this map, look at the parallels and meridians on it. See 
that the parallels gradually increase the length of the map de- 
gree as the poles are approached. Why? Draw first the merid- 
ians and parallels. Next locate on these meridians and parallels 
some few points about which you can draw the map of the world. 
For a first trial locate the following: 

a. New Orleans and the mouth of the Mississippi River. 
See that they are about the intersection of 90 W. and 30 N. 
Draw a short portion of the coast line in this region. 

6. Note the same for coast line of Africa with reference to 
N and E. 

e. Same for Cairo, Egypt, 30 N. and 30 E. 

d. Same for Durban, about 30 S. and 30 E. 

Now, with these points located, draw the coast line of the 
continents from memory, being sure to make it pass through 
these points. 

In like manner clear up from day to day a few more points 
in the location of the map until your class has a good map. 



152 

Geography is concemed with places. Their latitude, longi- 
tude, climate, altitude, relation to other geographical facts, etc, 
must be known before we can interpret their effect upon the 
commerce of the world. Maps must be known. Places, moun- 
tains, rivers, plains, cities, etc, must be known. 

The next important point in the teaching of commercial geog- 
raphy is to study especially those commodities that are handled 
in our own communities. When the sisal hemp is studied, get 
a sample of it f rom your store ; learn what use your community 
makes of it. When the manufacture of ceramics is studied in 
your class, have samples brought to school; find where your 
merchants get them; learn the grades in your market. And so 
continue until the class knows fairly well these important facts 
about ali the articles of commerce in their homes and in their 
community stores. 

The text is written for classes in the United States. It has 
the United States view-point. If the teacher will add the map 
drawing and localization indicated in the foregoing, and teach 
them fairly well, the course in geography will be at once pleasant, 
practical, and educative. 

COMMERCIAL LAW. 

FOUETH YEAR II. 5, 

Complete the text. Huffcutt's Elements of Business Law. 

PHYSICAL GEOGRAPHY. 

Physical Geography. Any good text, any year, one term. 



153 
Agricultural Sciences. 



AGRICULTUEAL CURRICULUM. 

The first change proposed in the new outline for this course 
is the correlation of Agriculture and Botany diiring the first 
year of the work in such a way as to avoid duplication of recita- 
tion material and of hiboratory worl?. In the second year the 
special agriculture subject is "Farm Crops. " This whole year 
may be given to Ancient History, and it is intended that algebra 
be taught throughout the year. In the tliird year the special 
agriculture subject is "Farm Animals." Piane geometry is 
required, but mediaeval and modem history may be omitted. 
Dairying and poultry will be taken up in the proper place under 
farm animals. In the fourth year ten hours a week are given 
to the study of soils and fertilizers, rural law and farm manage- 
ment, and secondary arithmetic and farm bookkeeping. No 
English work is prescribed for this year. The time provided 
for field and shop should be spent in the agricultural laboratory 
on rainy days or when there is no work to do in field and shop. 
Laboratory note-books will be required for agriculture as well 
as for physics or chemistry. 

BOTANY. 

For the use of the classes in botany in the Agricultural High 
Schools of the State of Louisiana the following experiments or 
observations have been selected as being under no circumstances 
to be omitted. The numbers refer to the paragraph in the 
adopted text-book, Andrews' Botany Ali the Year Round, de- 
scribing the experiments or observations in question. They are: 
14, 19, 22, 26, 27, 29, 43, 57, 63, 118, 119, 121, 122, 138, 139, 143, 
144, 145, 148, 153, 154, 159, 169, 196, 203, 213, 219, 220, 221, 227 
and 231. 

These experiments cover the most important points in the 
physiology of the plants with which students should be familiar 
as well as some of the points of structure. Owing to the pian of 
the text-book the order in which the experiments are indicated 
is not, in many cases, the logicai one, but if the work is carried 
on under the direction of a teacher trained in the subject, and 



154 

no others should attempt to teach botany, this apparent lack of 
order will be immaterial. 

In 14 we learn of the fact that water is being given off by 
leaves constantly while in 19 we are shown how to measure the 
amount thus evaporated. The path this water takes in the leaf 
and in the stem is shown respectively in 43 and 221. The amount 
of water required by growing crops, necessity for cnltivation 
to reduce loss of water from the soil as by weeds, etc, should be 
impressed upon the pupils. How this "water enters the root and 
may pass from one living celi to another is shown in 227. 

That green plants manufacture the bulk of their own food, 
giving out oxygen and absorbing carbon dioxide at the sanie time 
is shown by 22 and 26, while in 27 we learn the necessity of light 
for this process. In 196 we estimate the proportional parts of 
seeds and plants that came from the soil (water and ash) and 
that were manufactured by the plant itself (organic combustible 
matter). The harmful effect of shade on some plants can be 
explained. The path this manufactured food takes in going to 
the roots is shown by 231. The effects of girdling ought to be 
discussed. 

When plants begin to use up their manufactued food in 
growth or for other purposes they respire — that is, take in oxy- 
gen and give out carbon dioxide, just as ali animals do. This 
is shown in 29. Let the teacher bere point out the immense 
need of this phenomenon in the making of bread with the aid 
of yeast plants. 

A manifestation of life is the ability to respond to external 
stimuli. This response as regards light is shown in 57 and 63. 
Explain the effect upon a tree of growth in a dense forest, with 
one side shaded and the other in the open. "Why are house 
plants usually one-sided? The response to the stimuli of mois- 
ture is studied in 169 and of gravity in 159. Consider the effect 
of these two phenomena upon root growth. How uneven growth 
of the stem is advantageous to it is seen in the experiment in 
203 with twining stems. 

As being of practical value to the farmer the paragraphs on 
the structure and germination of some of the more familiar 
seeds bave been chosen, 118, 119, 121, 122, 145, 148, 153 and 154. 



155 

Of perhaps stili greater value are those experiments, 138, 139 
and 144, which show the eonditions favorable or unfavorable to 
germiiiation. Why does a wet spring injure cotton, and other 
questions can be answered now. Perhaps the most iinportant 
experiment in the whole course is 144, showing the advantage of 
using good seed. If this can be firmly impressed upon the pnpils 
and everything else forgotten, the work will stili not have been 
in vain. 

In 213, 219, 220 and 221 we learn the essential points of dif- 
ference between the two groups of monocotyledons and dicoty- 
ledons. 

It is not expected that the work shall be limited to these ex- 
periments or observations above. Indeed it is highly desirable 
that, as far as time permits, the whole hook, save perhaps ehap- 
ters 9 and 10 if time is limited, be gone through earefully. 
However, under no circumstances should the paragraplis above 
be omitted. 

A teacher well versed in the subject should devise experi- 
ments or observations showing the different minerai foods re- 
quired by plants (crops). Especially should he lay stress upon 
the nitrogen-gathering f aculty of leguminous crops and the hear- 
ing this has on the rotation of crops. 

This course to be of any help to the fami boys and girls 
must be made very practical. Experiments and observations on 
the following subjects will tend to make botany of its greatest 
benefit to the farmer. The testing of seeds for germination and 
purity ; the different methods of propagation, seeds, buds, graft- 
ings, layerings, and cuttings; pruning; seed selection; inocu- 
lation of legumes; a study of the legumes; weeds with methods 
of eradication; common diseases of plants ; spraying and the 
making of the different spray s ; and crop rotation. The work in 
crop rotation can best be done in conjunction with the plot work 
in the school garden and with the work of chemistry and botany 
together. 

Eeference Books: 

1. Hunt's The Cereals in America (Grange Judd Co., New 
York). 

2. Hunt's The Forage and Fiber Crops in America (Grange 
Judd Co., New York). 



156 

3. Voorhees' Forage Crops (Macmillan Co., New York). 

4. Bailey's The Nursery Book (Macmillan Co., New York). 

5. Bailey's Principles of Fruit Growing (Macmillan Co,, New 
York). 

6. Bailey's Principles of Vegetable Growing (Macmillan Co., 
New York). 

7. Bailey's The Pruning Book (Macmillan Co., New York). 

8. Bailey's Garden Maldng (Macmillan Co., New York), 

9. Bailey's Horticulturist 's Rule Book (Macmillan Co., New 
York). 

10. Jackson and Dougherty's Agriculture Through the Lab- 
oratory and School Garden. 

11. Coburn's The Book of Alfalfa (Grange Judd Co., New 
York) . 

12. Bulletins Nos. 96, 87, 100, 132 (Illinois Experiment Sta- 
tion, Urbana, 111,), 

13. Bulletin No. 2, Oklahoma Agricultural and Mechanical 
College, Teachers' Series (Oklahoma A. and M, College, Stili- 
water, Okla.). 

14. Farmers' Bulletins Nos. 348, 324, 318, 314, 306, 302, 279, 
253. 240, 229, 339 (U. S. Dept, of Agr., Washington, D. C). 

15. Conn's Practical Dairy Bacteriology (Grange Judd Co., 
New York). 

16. Lipman's Bacteria in Relation to Country Life (Mac- 
millan Co., New York). 

17. Bulletin No. 129, Pennsylvania State Dept. of Agr,, Har- 
risburg, Pa. 

18. Bulletin No. 142, Alabama Agr. Expt. Sta., Auburn, Ala. 

19. Bulletin No. 77, lowa Agr. Expt. Sta., Ames, la. 

20. Studies of Corn and Its Uses (Agricultural College Ex- 
tension, Agricultural College, Urbana, 111.), 

AGRICULTURAL ZOOLOGY. 

This syllabus is designed to foUow Herrick's Text-Book and 
Exercises on Zoology; and to deal with only the salient points 
of Zoology as applied to the agricultural student, especially of 
Louisiana, 

Protozoa. — Many forms of protozoa can be readily obtained 
and most are easily studied. The foUowing method may be used 



157 

to obtain them: Boll in water for about a half hour some dry 
grass, so as to get a liquid of a dirty brown color. Pour off tbe 
water and let it stand in open dishes for a week or more. In 
warm weather, amceba will appear in the sediment at the bottom 
at the end of a week ; in cold weather allow two or three weeks. 
In the sanie jar with the amoeba will appear at a later time some 
paramoecium. These are too active for study unless nareotized or 
eonfined. Collect some of the fine scum found on stagnant 
ponds ; this is usually euglena, and can be readily observed. Its 
red eye-spot is sensitive to the light, and its movements are 
always toward the light. 

Attention should be given to the life eycle of the malarial 
germ. Examination of the blood of a malarial patient will often 
show the germ within a blood corpuscle, especially just before a 
chili. More complete study of the germ may be taken up later in 
connection with the mosquito. 

Porifera. — If sponges can be gotten, they may be studied to 
advantage. The grantia is the simplest, and its structure can 
be readily gotten by means of cross and longitudinal sections. 
One may be boiled for several minutes in potash or lye and the 
carbonate of lime spieules observed. 

Coeleìitera. — The fresh water hydra can usually be obtained 
from ponds. It is simple, easily studied and a good example of 
the type. If salt or brackish water is near by, examine piling, 
old oyster shell and the bottom of boats for a hydroid which 
grows in colonies, and is popularly known as "frog-hair, " "sea- 
hair" or "boat-moss." This is generally one or other of the 
two species of bougainvilla found on our coast. The hydroids are 
of little commercial value outside of the corals, but in them we 
find the first true division of labor among the cells. 

Echinodermata. — Specimens of this branch can generally be 
gotten if salt or brackish water is near at band, as they are in 
ali marine forms. If preserved specimens are not available, dried 
ones will afford opportunity for considerable study. Animals of 
this order are of no economie importance on our coast, but along 
the Atlantic the asterias vulgaris is extremely destructive to 
the oysters. 

The Worms. — Under this division is included the several 
branches of worms. JNIany of the fiat and round worms are par- 



158 

asitic on man and the domestic animals. Horses, sheep, hogs, and 
cattle contain hosts of one or other of them, and from these 
a,nimals tliey enter the body of man. Althongh of much economie 
importance, they are not easily obtained, and are not convenient 
for study in the class-room. Much attention, however, should be 
given to the discussion of these forms; their lif e-histories ; eco- 
nomie importance to the f armer ; and the methods of treating. 

The Segmented Worms. — Some of these forms can always be 
obtained. Inland, the common earth-worm is a good form and 
is always at band; near the coast, the clam-worm, Neries, can 
nsually be gotten; the smaller species will be found among the 
oyster shells, while sl larger species can be gotten by digging in 
the mud. The notes on the earthworm can be followed in the 
etudy of Neries, as the two are similar in structure. Among 
these fòrms we find for the first time segmentation which is so 
universal among the higher forms. 

Mollusca. — Inland, the river mussel or fresh-water clam can 
nsually be gotten; while near the coast, the oyster is always 
available. The former is better for study, but either will do, 
foUowing the same note for both forms. For comparison, any 
of the fresh or salt water clams, conchs, penny-winkles, snails 
or slugs may be used. 

Emphasis ought to be laid on the direct economie importance 
of the clams and oysters, and on the indirect vaine of the slugs 
and snails to the f armer, and of the conchs and penny-winkles to 
the oysterman. 

Crustacea. — Form of this branch are always obtainable, and 
the crawfish, shrimp or crab may be used for study. A spe- 
cial study should be made of the grasshopper, or locust, fol- 
lowed by a study of other insects and spiders. In the cities, the 
' ' electrie-light beetle ' ' can usually be gotten in the spring. 
Special emphasis should be laid on this branch, as the order is of 
great economie interest, both directly and indireetly. The lar> 
ger ones are used as food; while, among the smaller, are found 
the worst pests that the farmer has to contend with. A thor- 
ough study should be made of the more common insects, and dis- 
tinction made between the harmful and beneficiai. Attention 
should be given to the methods of preventing insects' ravages; ro- 



159 

tation of crops; destruction of the pests; the preparation and use 
of insecticides ; methods of spraying ; the mosquito, its lif e-history, 
Labits, and methods of destroying, its danger as a disease carrier. 

Chorclata. — Animals of this branch should be studied in de- 
tail with regard to their life-histories, habits, and structure. 
FoUowing the laboratory manual, use such specimens for struc- 
tural study of eaeh order as can be gotten, leading f rom the low- 
er up to the higher. In the study of vertebrates, emphasis 
should be laid on their economie value, both direct and indirect, 
and their interrelation to ali of the foregoing types, with the in- 
tention of giving an introduction to the student for such prac- 
tical courses as Breeds and Breeding. 

The idea of. the entire course is to make the student familiar 
with the forms of lif e as found in the world around him; and 
that he may the more intelligently understand the whys and 
wherefores of farming on the modem scientific basis. 

(See regular syllabus in Zoology.) 

Beference Boohs for Zoology: 

Wilcox's Farm Animals, (Doubleday, Page & Co., New 
York). 

Jordan 's Feeding of Animals (Macmillan Co., New York). 

Smith 's Profitable Stock Breeding. (H. R. Smith, Lincoln, 
Neb.). 

Mumford's Beef Production (Prof. H. W. Mumford, Ur- 
bana, 111.). 

IMcIntosh's Diseases of Swine (Grange Judd Co., New York). 

"Watson 's Farm Poultry (Macmillan Co., New York). 

Plumb's Types and Breeds of Farm Animals (Ginn & Co^ 
Atlanta, Ga.). 

Henry 's Feeds and Feedings (Prof. Henry, Madison, Wis.). 

Bulletin No. 115, Louisiana Agricultural Experiment Sta- 
tion, Baton Rouge. 

Davenport's Principles of Breeding (Ginn & Co., Atlanta, 
Ga.). 

Craig 's Judging Live Stock (Prof. J. A. Craig, Stili water, 
Okla.). 

Publications of State Crop Pest Commission, Baton Rouge. 



160 

Bulletin of Illinois Agricultural Experiment Station, Ur- 
bana, IH., on Insects Injurious to Farm Crops. 

Publications of the Bureau of Entomology, Department of 
Agriculture, Washington, D. C. 

PHYSICS. 

Text: Grorton's Physics. 

The study of physics is very elosely allied to the farm, and, 
in order to understand his work thoroughly the farmer must 
possess a knowledge of the underlying principles of this subject. 
The pupils in the agricultural high schools will bave an oppor- 
tunity of studying such experiments as will best give them the 
practical knowledge. 

The plotting of curves, calibrating a yard and a meter, and 
making a study of the force of gravity will be the first experi- 
ments to perf orm. The use of curves in making tables. is being 
used in many of the agriculturual buUetins, and the metric system 
is also used to some extent (entirely in the scientific world) in 
the popular buUetins, so it is necessary for the farmer boy to 
know something about them. The value of air pressure and its 
effect upon the lift and some force pumps together with the 
calibration of a barometer foUow. The teacher ought to pro- 
vide the sehool with the daily weather map (sent free, by the 
nearest district forecaster) in order to make a complete study 
of how our weather conditions are foretold and how we can teli 
the cause for changes in the direction of the wind. Further 
study will give us the cause of winds, rain, snow, hail, dew, and 
the difference in temperature of north and south winds. The 
siphon and the effect of pressure on the boiling point can both 
be studied in connection with air pressure. 

The movements of soil water are caused by surface tension 
and capillarity. Let these two be studied separately to familiar- 
ize the student and then show by actual experiment their action. 
These may be done both in and out of doors. The cause and 
benefits of surface and under drainage can be studied at the 
same time, also how to make drains and the determining of 
their cost. Hydraulic pressure is used a great deal for lifting 
heavy loads and for great pressure, so the student must become 



161 

familiar with it. The process of osmosis can be shown the pupils^ 
at this time. 

Heat is one of the necessaries of plant life and the study 
of it may he hegun by having the boys and girls perfonn some 
experiments with latent heat and its effects upon the elimate of 
any country near a large body of water, and the temperature of 
the soil early in the spring, when it will contain a large amount 
of water. The thermometers can next be given attention in 
regard to their construction and calibration. Both the Fahren- 
heit and the Centigrade ought to be studied. The quantity of 
heat necessary to change water to steam should be given atten- 
tion in the laboratory as well as specific heat, conduetion, con- 
vection, radiation, expansion, and contraction. The unit vol- 
ume of weights of different substances can be studied in con- 
nection with specific gravity. Specific gravity is important to 
the dairyman. 

The principles of farm machinery and draft will be found 
in a study of friction, parallelogram of forces, elasticity, levers, 
incline piane, and the pulley. Blacksmithing and carpentering 
give the practical uses of the general propertiej of matter, but 
chiefly porosity, elasticity, cohesion, adhesion, and fusion. 

Reference Books: 

1. King's Physics of Agriculture (published by the autlior, 
F. H. King, Madison, Wis.). 

2. Davidson and Chase 's Farm Machinery and Farm Motors 
(Grange Judd Co., New York). 

3. Mosier's Soil Physics Laboratory Guide (College of Agri- 
culture, Urbana, 111.). 

4. McCall's The Physical Properties of Soils (Grange Judd 
Co., New York). 

5. Hall's The Soil (Grange Judd Co., New York). 

6. Davis, Elementary Physical Geography (Ginn & Co., At- 
lanta, Ga.). 

7. Tarr's New Physical Geography (Macmillan Co., New 
York). 

8. Burkett's Soils (Grange Judd Co., New York). 

9. Fletcher 's Soils (Doubleday, Page & Co., New York). 
10. Tarr's Elementary Geology (Macmillan Co., New York). 



162 

11. Scott 's An Introduction to Geology (Macmillan Co., New- 
York) . 

12. EUiott's Practical Farm Drainage : Wliy, When and How 
to Tile Drain ( Wiley and Sons, New York) . 

13. Concrete Construction About the Home and on the Farm. 
(The Atlas Portland Cement Co., New York). 

14. The Process of Concreting (Universal Portland Cement 
Co., Chicago, 111.). 

15. BuUetins Nos. 93 and 100, lowa Agricultural Experiment 
Station, Ames, lowa. 

16. Farmers' BuUetins Nos. 187 and 347, Department of 
Agriculture, "Washington, D. C. 

17. BuUetins Nos. 138 and 153, Wisconsin Agricultural Ex- 
periment Station, Madison, Wis. 

18. WoU's Hand Book for Farmers and Dairymen (Wiley & 
Sons, New York), 

19. King's Irrigationand Drainage (The Macmillan Co., New 
York). 

Experiments in Physics: 

1. The plotting of curves. 

2. Calibration of a yard and a meter. 

3. Force of gravity. 

4. Effect of air pressure, 

5. Lift and force pumps, 

6. Construction, calibration and testing of a barometer. 

7. Siphon. 

8. Effect of pressure upon the boiling point. 

9. Sur face tension. 
10. Capillarity. 

11. Hydraulic pressure (Pascal's law). 

12. Osmosis. 

13. Latent heat. 

14. Construction, calibration and testing of a Fahrenheit and 
a Centigrade thermometer, 

15. Quantity of heat necessary to change water to steam. 

16. Specifìc heat. ♦ 

17. Ways of transferring heat. 



163 

18. Effects of heats (contraetion and expansion). 

19. Unit volume weights of different substances. 

20. Specifìc gravity. 

21. Friction. 

22. Draft. 

23. Parallelogram of forces. 

24. Levers, three classes. 

25. PiiUeys. 

26. Incline piane. '^ 

27. Properties of matter, 

28. Comparison of wires in breaking strength. 

29. Movements of soil water and ali other agricultural ex- 
periments in the preliminary discussion. 

CHEMISTRY. 

Text: Hessler & Smith 's Elements of Chemistry. 

The suceessful farmer is one who gets both pleasure and 
remuneration out of his work, and he knows why he does bis 
work, what -chemical actions he ean bring about in the soil, 
what fertilizers are best to apply, how to select seeds, how to feed 
his live-stoek, and is really a thinking man. The sciences are 
so closely related that they ean not be separated, and in making 
a study of one some points of the other will be learned. Ali of 
them must be taught to the boys who will be our farmers of 
tomorrow. 

Chemistry is one of greatest importanee. The following ex- 
periments bave been selected for the pupils of agricultural high 
schools of Louisiana to perf orm in laboratories : 

The composition of the atmosphere is first studied, because 
97 per cent of ali plant food comes from this source, and there 
are oxygen and hydrogen and the principal corapounds formed 
by their union are brought to the pupil's attentiou. The rela- 
tive amounts of oxygen and nitrogen existing in the air must 
be determined. A few common minerals — magnesium, sodium 
and potassium — ought to be bumed in air, and iron in oxygen 
to learn more of the properties of the oxygen gas. Wh(>n study- 
ing water the boiling point and freezing point ean be included. 

Nitrogen, being a very important part of the atmosphere, 
^nd on account of its value to the farmer, nitric acid, in con- 



164 

nection with the study of the different nitrates, needs careful 
consideration in the laboratory. 

Hydrochloric acid can be studied with chlorine, bromine, and 
lodine, f or those three elements comprise the Hologen group and 
possess several similar properties. 

Sulphur, being one of the ingredients of the proteid com- 
pounds, should be given some attention in connection with 
the study Of sulphuric acid and sulphurous • acid. Carbon is- 
another very prominent part of the proteids, and also of carbo- 
hydrates, and should be given considerable time. The manu- 
facture of starch by the leaves of plants and the functions it 
performs in both plant and animai life should be made clear to 
the farm boy and girl. Wood, paper, kerosene and alcohol 
should be tested for carbon. Carbonates and carbon dioxide- 
ought not be overlooked. 

Plants require minerai plant food. Phosphorous and po- 
tassium are the most important, therefore needing a careful. 
study both of themselves and their compounds. Calcium (lime) 
combines very readily with phosphorous and the principal phos- 
phate fertilizing material is a calcium phosphate. Iron and its 
function in plant development should be carefully studied. 

Solubility. — The above list of éxperiments shall be donejn, 
connection with plot work in the field, and there shall be the- 
study of how they enter into plant life, soils and f ertilizers from. 
the most practical standpoint. 

Further work in qualitative analysis is necessary to show 
the boys how they make the qualitative tests of fertilizing con- 
stituents in the soil, the solubility of the fertilizers to be used, 
and what elements they contain (not the exact percentage, be- 
cause such Information can always be obtained from the Agri- 
cultural Experiment Station, Baton Eouge, La., and it ought 
to be stamped on the fertilizer tag) ; a study of fertilizer tags, 
a study of the properties of poisons for destroying injurious. 
insects and fungi. 

A Babcock tester for determining the amount of fat in milk,, 
cream, skim milk and buttermilk. The use of formalin in milk, 
and the test for it should be known by the farm boy and girl^ 
and, in fact, by everybody. 



165 

Experiments in Chemistry : 

1. Composition of the atmosphere. 

2. Stndy and preparation of hydrogen. 

3. Stiidy and preparation of oxygen. 

4. Study and preparation of nitrogen, together with the 
comparative amounts of oxygen and nitrogen existing in the air. 

5. Biirning of magnesinrn, sodium and potassium in air, and 
iron in oxygen, with a stndy of compounds formed. 

6. Study of boiling point, f reezing point and' action of acids 
on Utmus. 

7. Qualitative synthesis of water. 

8. Distillation. 

10. Study of nitrate compounds. 

11. Study and preparation of hydrochloric acid. 

12. Study of chlorine. 

13. Study of bromìne. 

14. Study of iodine. 

15. Study of sulphur. 

16. Study and preparation of sulphurie acid. 

17. Study and preparation of carbonio acid. 

18. Study of starch. 

19. Study of the carbonates. 

20. Testing of carbon in wood, kerosene, paper and alcohol. 

21. Study of phosphorous and its compounds with calcium. 

22. Study of potassium. 

23. Study of calcium. 

24. Study of iron. 

25. Solubility of the different elements and their compounds 
that are necessary for plant development. 

26. Qualitative analysis. Enough of this work to show the 
pupils how to make qualitative tests of fertilizers, the solubility 
of fertilizers to determine the elements they contain, and to 
make a study of the different brands of feed stuffs. 

27. A study of fertilizer tags. 

28. A study of feed stuff tags. 

29. Plot work to study needs of soils. 

30. Babcock test for milk, cream, skim milk and buttermilk. 



166 

Beference Boohs: 

1. Voorhees' Fertilizers (Macmillan Co,, New York). 

2. Roberts' The Fertility of the Land (Macmillan Co., New. 
York). 

3. Vivian's The First Principles of Soil Fertility (Orange 
Judd Co., New York). 

4. Fletcher 's Soils (Doubleday, Page & Co., New York). 

5. Snyder's Chemistry of Plant and Animai Life (Macmil- 
lan Co., New York). 

6. Snyder's Soils and Fertilizers (Macmillan Co., New 
York). 

General Beference Boohs: 

1. Bailey's Cyclopedia of American Agriculture, 4 volnmes 
(Macmillan Co., New York). 

2. Bailey's Cyclopedia of Horticulture, 4 volumes (Macmil- 
lan Co., New York), 

3. Hatch and Haselwood's Elementary Agriculture, with 
Practical Arithmetic (R. K. Row & Co., Chicago, 111.). 

4. Farle 's Southern Agriculture (Macmillan Co., New York). 

5. Burkett's (et al.) Agriculture for Beginn:èrs, with Special 
Horticulture Supplement (Ginn & Co., Atlanta, Ga.). 

6. Duggar's Elementary Southern Agriculture (Macmillan 
Co., New York). 

7. Watson 's Farm Poultry (Macmillan Co., New York) . 

8. Mead's Irrigation Institutions (Macmillan Co., New 
York). 

9. Van Norman 's First Lessons in Dairying (Grange Judd 
Co., New York) .. 

10. Wing's Milk and Its Products (Macmillan Co., New 
York) . 

11. Taylor 's Agricultural Economics (Macmillan Co., New 
York). 

General Beference Boohs: 

1. Bulletins of the Louisiana Agricultural Station, Baton 
Rouge, La. Names will be placed on permanent mailing list by 
request. 



167 

2. Bulletins of the different state experiment stations, which 
may be obtained by addressing the directors of the different 
stations. 

3. Farmers' Bulletins, U. S. Department of Agriculture, 
Washington, D. C. May be obtained by addressing the Secre- 
tary of Agriculture. 

4. Year Books of the Department of Agriculture. May be 
obtained from congressman or senator. 

5. Monthly Publications, Division of Publications, U. S. De- 
partment of Agriculture, Washington, D. C. 

6. List of Agricultural Publications from the state experi- 
ment stations reeeived at the Office of Experiment Station 
monthly. (Office of Experiment Station, Washington, D. C.) 

7. Soil Survey Reports, Bureau of Soils, U. S. Department 
of Agriculture, Washington, D. C. 

8. Different Publications of the Office of Experiment Stations 
on Eural Education. 

9. The Breeders' Gazette (Sanders Publishing Co., Chicago, 
111. A weekly stock journal). 

10. Southern Farm Gazette (Southern Farm Gazette, Stark- 
ville. Miss. A weekly diversified crop pai)er). 
11. The Country Review, Baton Rouge, La. 

EQUIPMENT NECESSARY FOR THE AGRICULTURAL 

HIGH SCHOOLS, NOT INCLUDING 

LABORATORIES. 

1. Good agricultural library. 

2. Cases for loose pamphlets and bulletins (Library Bureau, 
New Orleans, La., and F. F. Hansell & Bro., New Orleans). 

3. Good hook-case. 

4. Sample of tile for drainage purposes. 

5. Samples of the different fertilizers used, including cotton 
seed meal, acid phosphate, raw rock phosphate, German kainit, 
potassium sulphate, sodium nitrate. 

6. Samples of different feed stuffs. 

7. Hoes (number left for school to decide). 

8. Rakes (number left for school to decide) . 

9. Spading forks (number left for school to decide) . 



168 

10. One good steel beam plow. 

11. One good small steel frame harrow. 

12. One set ''Science-Sense" minerals (The Geography Sup- 
ply Bureau, Ithaca, N. Y.). 

13. Different measures— pint, quart, peck, half bushel, bushel. 

14. One set of store scales. 

15. One drainage level with full equipment. 

16. Seeds for planting purposes. 

17. One good set of tools. 

18. Budding and pruning knives. 

19. Trowels, to be used in transplanting. 

20. One square spade and one tiling spade, 

21. One band wheel hoe. 

22. One band seed drill. 

23. Apparatus for weather work. (Correspond for nearest 
district forecaster for Weather Bureau.) 

ADOPTED TEXTS IN AGRICULTURB. 

First year. Duggar's Agriculture. 
Second year. Duggar's Southern Field Crops. 
Third year. Harper's Animai Husbandry. 
Fourth year. Snyder's Soils and Fertilizers. 
Any one of these may be used in connection with Botany, 
First year, I. 

HOME ECONOMICS CUERICULUM. 

This course differs from the Agriculture Course in the first 
year only in the substitution of sewing and cooking for field and 
shop. In the second year elementary bacteriology for one term 
and physiology for the second terni are recommended. In the 
third year poultry and dairying will be studied while the boys 
of the agricultural course are taking up these subjects in con- 
nection with farm animals, and food study and dietetics will 
occupy the balance of the tinie. The second term of the fourth 
year will be given to the study of secondary arithmetic and farm 
accounts, and two periods a week throughout the session will be 
given to practical arts, which study includes household manage- 
ment. 



169 

PRACTICAL ARTS FOR GIRLS. 

(This eoiirse is reeommended by Charlotte Joy Farnsworth, 
Ph. B., Preeeptress of Ilorace ■Mann Scliool, Teachers College, 
Coluniibia University. ) 

Syllabns of a course for senior high school girls: 
I. Economics of Clothing. 
II. Home Sanitation and Management. 
III. House Furnishing. 
IV. Social Relations and Conduct. 
V. Recreation and Enjoyment, 
Throughout the year, twiee a week, sixty sessions. 

/. Economics of Clothing -. 

^i"i- — To pian an allowance, to learn something about textile 
materials and also how to shop to advantage. 

I. Planning a wardrobe; different articles of clothing pro- 
portioned. 

2. Cost of different articles. 

3. Comparison between the cost of bought and home-made 
clothes. 

4. Comparison hetween allowances of $150 — $300 — $500. 

5. Proportioning the allowance for the clothing of the 
family. 

6. Planning the clothing for the family. 

7. Materials — kinds, cost, vaine. 

8. Cotton, linen. 

9. Wool, silk. 

10. Simple tests for judging materials. 

II. How to shop and where to shop ; the moral responsibility 
of the consumer. 

12. How to make clothing last long and remain in good con- 
dition; some hints as to the relation of clothing to beauty and 
health. 

II. Home Sanitation and Management : 

General Aim. — To study the fundamental principles of home 
sanitation and management, and home care of sick and emer- 
gency work. 

1. Definition of a home; owning one's own home; types of 
homes — city and suburban ; the economie aspect of rent-paying ; 



170 

the suburban home— study of the site ; the f acing of the house ; 
drainage; elevation; setting out of trees; beautifying town 
houses and lots. 

2. The water supply ; sources of contamination ; purifìcation, 
filtration, boiling, distilling, apparatus on the market. 

3. House plans ; construction of celiar. 

4. Air supply ; heating and lighting. 

5. Disposai of waste — household garbage ; sewerage systems ; 
care of plumbing. 

6. Marketing. 

7. Food sanitation; the milk problem; selection and care 
of milk. 

8. The cleaning of the house. 

9. Household accounts; division of income; banking. 

10. Planning the work of the home; making the menus; the 
labor problem. 

11. Home nursing ; furnisliing and care of sick-room ; guard- 
ing against eontagion; bed-making; care of patient in bed. 

12. Care in cases of wounds in bleeding; bandaging; 
stings, burns and poisoning. 

///. House Furnishing: 

Aim. — To study the principles underlying good taste and 
economy in household furnishings. 

1 and 2. Line — study of the walls of a room with reference 
to spacing, proportion, beauty of line ; division of wall spaces ; 
placing of picture moulding, frieze, dado ; placing of furniture ; 
hanging vi pietures. 

3 and 4. Color — its properties, bue, vaine, intensity; effect 
of one color upon another; complementary colors; how to sub- 
due a color ; color vibration ; warm and cool colors. 

5. Choosing a color scheme — the application of 3 and 4 to 
the walls and furnishings of the home ; colors suitable to different 
rooms. 

6. Walls, portieres, curtains — good and bad design in wall- 
papers or hangings, and in textiles ; wall finish suitable to hall, 
dining room, living room, bed room, kitchen. 

7. Floors and floor coverings — rugs vs. carpets; color and 
design; wearing qualities of the different kinds; care of floors. 



171 

8. Furniture — construction ; proportions ; good lines; appro- 
priateness. 

9. Pictures, casts, and small ornaments — choiee of pictures; 
f raming- a pieture ; hanging a picture ; wise use of casts ; value of 
small ornaments. 

10. Accessories — conveniences ; special arrangements for use 
or beauty ; clever contrivances. 

11. What to avoid — a cliapter of "dont's" based upon ob- 
servations made by teacher and students. 

12. Summing up. 

IV. Social Relations and Conduci : 

Aim. — To study how to increase the effectiveness and pleas- 
ure and reduce friction, when iudividuals meet. 

The Individuai. — 1. Health: care of body, cleanliness, its 
social significance. 2. Health: effective exercises, diet, rest. 3. 
Manners : the means of social expression. 

The Home. — 4. Courtesies and customs of the table. 5. 
Celebrations and festivities. 6. Intercourse with elders. 

The School. — 7. Christmas fair. 8. Class party; senior 
play. 9. Basketball game ; swimming meet. 

Society. — 10. Opportunities in society. 11. Settlement 
work. 12. Other social service. 

V. RecreaUon and Enjoyment : 

Aim. — To get the miost out of our free time and the oppor- 
tunities given, through widening, intensifying, and clarifying 
our tastes. Value of pian, versus drift, in our leisure time. 

Outdoor Activities.— 1. Walks with special Interests or hob- 
bie^, such as birds, flowers, stars, photography. . 2. Sports. 3. 
Excursions. 

Productive Activity. — 4. With tools, Avork in wood, iron, 
day ; printing ; weaving. 5. Painting ; decorating. 6. Playing 
and singing. 

Appreciative Activity.. — 7. Reading, poetry, fiction. 8. Lis- 
tening to music, home, concert. 9. Opera, 10. Theatre. 11. 
Museums and exhibits. 12. Summary, of course; formation of 
standards in living, doing and feeling. " 



172 
HOME ECONOMflCS. 

EDUCATIONAL. Publishers' Library 

Price. Price. 

IvTcMiirry's Method of the Recitation, I\|acmillan . . .$ .90 $ .81 

Bagley's Educational Proeess, Macmillan 1.25 1.13 

Harrison's A Study of Child Nature 1.00 1.00 

Thorndike's Notes on Child Study, Columbia Uni- 
versity Press 1.00 1.00 

Wright's Industriai Evolution, Scribner 1.25 1.13 

Hann's A Modem School, Macmillan 1.25 1.13 

DOMESTIC ART. 

Woolman's Course in Sewing for Teachers, Seller. 1.50 1.35 
Cooley & Kinnie's Domestic Art in Women's Edu- 

catiòn, Scribner 1.25 1.25 

COTTON. 

Wilkinson's Story of Cotton Plant, Appleton 35 .35 

Ohisholm's Handbook of Commercial Geography, 

L. G. & Co 4.80 4.80 

C'hamberlain's How We Are Cloithed, Macmillan. . .40 .36 

Humel's Dyeing of Textile Fabrics, McKay 1.00 1.00 

MAGAZINES. 

Journal of Home Economics 2.00 2.00 

Good Housekeeping 1.50 1.50 

School Arts Magazine 2.00 2.00 

Boston Cooking School Magazine 1.00 1.00 

RURAL TEACHER TRAINING CURRICULUM. 

An elementary basis in practical agriculture, some knowledge 
of poultry and dairying, and three years' practical work in 
sewing and cooking seem to furnish an excellent basis for the 
teacher who is being trained for service in rural communities. 
A term of elementary psychology and a term of school manage- 
ment in the third year give the first professional insight into 
the work. In the fourth year, particular attention is given to 
reviews of the common school subjects and methods of present- 
ing these subjects. At least three periods a week in this prò- 



173 

fessional work shoiild be doublé periods. Two periods a week 
in practical arts is also prescribed for students taking the rural 
teacher-training eoiirse. 

MANUAL TRAIxNING. 
Tiiis eourse at present provides only for iustruction and 
exercises in woodwork and drawing, and includes : 

1. Lessons in kinds and qualities of woods, care of tools, etc. 

2. Iustruction and exercises in free-hand and mechanical 
drawing of objects used as exercises. 

3. Iustruction and exercises- in bench work in wood-sawing, 
planing, tenons, mortises and joinery. 

4. Project work. 

Preliminary preparation should include the equivalent of 
two periods a week for one year in the use of tools and the 
making of siniple articles out of wood. 

First Year. 

Mechanical Drawing. — Two and three doublé periods per 
week alternating with wood work. 

Wood work. — Three and two periods (doublé) per week al- 
ternating with mechanical drawing. 

Exercises in Wood Work. 

Note. — Under this heading are given (1) the kind of model^ 
(2) the exercises, and (3) the material to be used. 

Gate (rough) ; measuring, squaring, sawing, boring, and plan- 
ing; pine wood. 

Trestle benches; angle-sawing, nailing; pine wood. 

Work bench, table, or sancì table; measuring, squaring, bor- 
ing, sawing, end and surface planing, gluing, screwing; pine 
or oak. 

Towel roller; sawing, boring, endand surface planing, gaug- 
ing, planing cylinder, eounter-sinking, screwing, chiseling, scrap- 
ing, sandpapering; oak, pine or cypress. 

Stand, tabouret, bookcase, or magatine stand ; broad surface 
planing, doweling, gluing, ripping, chiseling chamferiug, sand- 
papering (with and without block), staining; pine, cypress or 
oak. 



174 



Second Yeab. 

Mechanical drawing and shop work to be given the same 
time and unit valuation as in the first year. 

Drawing board; doweling, edge, end and surface planing, 
boring, screwing, clamping, fiUing ; cjrpress or white pine. 

Tee square ; gauging and chamf ering ; hard pine and oak, 

Bread board ; same as drawing board with use of spoke shave ; 
sweet gum. 

Picture frame; half lapping joint or mitering, rabbeting; 
cypress, pine or oak. 

Table or cabinet; doweling joints, blocking; pine or oak. 



Pointer 
Billfile 
Coat hanger 
Plant pot stand 
Pen tray 

Knife box 
Half splice 
Mortise tenon 
Doublé tenon 
Mortise and tenon 



Additional Exercises. 
FiBST Year. 

Hatchet handle 
Broom holder 
Bracket shelf 
Towel rack 

Secgnd Tear. 

Keyed tenon 
Dovetail 

Half -mitre frame 
Medicine cabinet 
Mission chair 



175 
1913. 1916. 

PRICE-LIST OF TEXT BOOKS 

Adopted for use in the Public Schoois of Louisiana 

FOR SALE BY 

F. F. HANSELL & BRO., LTD- 

STATE DEPOSITORY 
123-125 CARONDELET STREET, NEW ORLEANS 

ELEMENTARY SCHOOLS 

AGRICULTURE. 

Burkett, Stevens & Hill's Agriculture $ .60 

CIVICS. 

Dunn's Community and the .Citizen 60 

DICTIONARIES. 

Webster's Primary Dictionary 44 

Webster's Common School Dictionary 65 

DRAWING. 

Per Doz. 

No. 1, Prang's Art. Ed. Drawing Books $1.56 

No. 2, Prang's Art Ed. Drawing Books 1.56 

No. 3, Prang's Art Ed. Drawing Books 1.56 

No. 4, Prang's Art Ed. Drawing Books 2.16 

No. 5, Prang's Art Ed. Drawing Books 2.16 

No. 6, Prang's Art Ed. Drawing Books 2.16 

No. 7, Prang's Art Ed. Drawing Books 2.16 

No. 8, Prang's Art Ed. Drawing Books 2.16 

PRANG'S ART EDUCATIONAL DRAWING BOOK COURSE— THREE 
BOOK SERIES FOR RURAL SCHOOLS. 

Per Doz. 

Primary Book • $2.16 

Intermediate Baok 2.40 

Advanced Book 2.40 

GEOGRAPHY. 

Frye's First Course Geography 40 

Frye's Higher Geography 88 

HI STORY. 

Estill's Beginners' History of Our Country 40 

Evans' Essential Facts of American History 70 

Magruder's History of Louisiana 65 

King & Ficklen's Stories from Louisiana History 75 

LANGUAGE. 

Hyde's Two-Book .Còurse in English, Book 1 22 

Hyde's Two-Book Course in English, Book II 40 



176 

MATHEMATICS. 

Nicbolson's New Primary Arithmetic 13 

Nioholson's New Intermediate Arithmetic 20 

Nicholson's Grammar School Arithmetic .40 

Nicholson's Sohool Algebra 90 

Brook's Mental Arithmetic , 28 

MUSIC. 

Smith's Primer of Vocal Music 25 

Smith's First Book of Vocal Music 30 

Smith's Seoond Book of Vocal Music 40 

Smith's Alternaite Third Book of Vocal Music 50 

Smith's Common School Book of Vocal Music 40 

Beacon Song Collection, No. 2 72 

PHYSIOLOGY. 

Krohn's First Book in Physiology 30 

Krohn's Graded Lessons in Physiology and Hygiene 50 

READERS. 

Wheeler's Primer 25 

Wheeler's First Reader 25 

Wheeler's Second Reader 35 

New Education Reader, Book 1 31 

New Education Reader, Book II 31 

Brumbaugh's Third Reader 35 

Brumbaugh's Fourth Reader, Part II 35 

Brumbaugih's Fifth Reader, Part II 40 

Curry's Literary Readings 60 

SPELLERS. 

Century Speller, Part 1 13 

Century Speller, Part II 13 

.Century Speller, Complete 18 

WRITING BOOKS. 

Per Doz. 

No. 1, Haaren's Writing Books 60 

No. 2, Haaren's Writing Books 60 

No. 3, Haaren's Writing Books 60 

No. 4, Haaren's Writing Books 60 

No. 5, Haaren's Writing Books , 60 

No. 6, Haaren's Writing Books 60 

No. 7, Haaren's Writing Books 60 

No. 8, Haaren's Writing Books 60 



177 
HIGH SCHOOLS 

AGRICULTURE. 

Duggar's Agriculture 60 

Dug-gar's Southern Field Crops 1.54 

Harper's Animai Husbandry 1.23 

Snyder's Soils and Fertilizers 1.10 

BOOKKEEPING. 

Williams & Rogers' Bookkeeping, Introductory 90 

Williams & Rogers' Bookkeerping, Advanced ...» 77 

Huffcut's Business Law 94 

CIVICS. 

Boynton's Civics, Louisiana Edition l.ro 

Bullock's Economics SO 

DICTIONARIES. 

Webster's High School Dictionary 90 

Webster's Academic Dictionary 1.35 

FRENCH. 

Fraser & Squair's French Grammar 1.12 

Francois Introductory French .Composition • 23 

GEOGRAPHY. 

Adams' Commercial Geography 91 

HI STORY. 

Botsford's Ancient History 1.20 

Meyer's Mediaeval and Modem History 1.41 

Coman's Industriai History of United States 1.25 

Stephenson's American History 1.41 

LANGUAGE. 

Smith's Our Language Grammar 40 

Brooks & Hubbard's Composition and Rihetoric 90 

Tappan's Short History of English and American Literature 1.00 

LATIN. 

Gunnison & Harley's First Year Latin 90 

Gunnison & Harley's Caesar 1.12 

Gunnison «& Harley's Cicero 1.12 

MATHEMATICS. 

Nicholson's Advanced Arithmetic 60 

Nicholson's School Algebra 90 

Wentworth's Piane Geometry 71 

Wentvvorth's Solid Geometry 71 

Nicholson's Piane and Solid Trigonometry 99 

PHYSIOLOGY. 

Ritchie's Human Physiology 60 

READERS. 

Literary Masterpieces 65 

SCIENCES. 

Andrews' Botany AH the Year Round • 90 

Gorton's High School Course in Physics 1.03 

Hessler & Smith's Essentials of Chemistry 83 

Herrick's Text-Book in Zoology 1.08 



178 
SUPPLEMENTARY READERS 

New Eduoation Reader No. 3 36 

New Education Reader No. 4 40 

Wheeler's Third Reader 50 

Wheeler's Fourth Reader 50 

Wheeler's Fifth Reader 60 

GRiADED CLASSICS— (Norvell & Haliburton). 

Graded Classics First Readeir 30 

Graded Classics Second Reader , 35 

Graded Classics Third Reader 40 

Graded Classics Fourth Reader 45 

Graded Classics Fifth Reader 50 

CLASSICS, OLD AND NEW— (E. A. Alderman). 

Classics Old and New — ^A First Reader 25 

Classics Old and New — A Second Reader 30 

Classics Old and New — A Third Reader 35 

Classics Old and New — A Fourth Reader 40 

Classics Old and New — A Fifth Reader 40 

STERPINO STONES TO LITERATURE— (Arnold & Gilbert). 

Stepiping- Stones to Literature, First Reader 30 

Stepping- Stones to Literature, Second Reader 40 

Stepping Stones to Literature, Third Reader .50 

Stepiping iStones to Literature, Fourtih Reader 60 

Stepping- iStones to Literature, Fifth Reader 60 

Stepping- Stones to Literature, Sixth Reader 60 

Stepping Stones to Literature, Seventh Reader 60 

Stepping Stones to Literature for Higher Grades 60 

LANGUAGE READERS— (Baker «S. Carpenter). 

Baker & Carpenter Language Readers — Ist Year 25 

Baker & Carpenter Language Readers — 2nd Year 30 

Baker & Carpenter Language Readers — 3rd Year 40 

Baker & Carpenter Language Readers — 4th Year 40 

Baker & Carpenter Language Readers — 5th Year 45 

Baker & Carpenter Language Readers — 6th Year 50 



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